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How do Typically Developing Deaf Children and Deaf Children with Autism Spectrum Disorder Use the Face When Comprehending Emotional Facial Expressions in British Sign Language?
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In: Journal of Autism and Developmental Disorders , 44 2584 - 2592. (2014) (2014)
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How do Typically Developing Deaf Children and Deaf Children with Autism Spectrum Disorder Use the Face When Comprehending Emotional Facial Expressions in British Sign Language?
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In: J Autism Dev Disord , 44 (10) pp. 2584-2592. (2014) (2014)
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Abstract:
Facial expressions in sign language carry a variety of communicative features. While emotion can modulate a spoken utterance through changes in intonation, duration and intensity, in sign language specific facial expressions presented concurrently with a manual sign perform this function. When deaf adult signers cannot see facial features, their ability to judge emotion in a signed utterance is impaired (Reilly et al. in Sign Lang Stud 75:113-118, 1992). We examined the role of the face in the comprehension of emotion in sign language in a group of typically developing (TD) deaf children and in a group of deaf children with autism spectrum disorder (ASD). We replicated Reilly et al.'s (Sign Lang Stud 75:113-118, 1992) adult results in the TD deaf signing children, confirming the importance of the face in understanding emotion in sign language. The ASD group performed more poorly on the emotion recognition task than the TD children. The deaf children with ASD showed a deficit in emotion recognition during sign language processing analogous to the deficit in vocal emotion recognition that has been observed in hearing children with ASD.
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URL: http://discovery.ucl.ac.uk/1427451/
http://discovery.ucl.ac.uk/1427451/1/art_10.1007_s10803-014-2130-x.pdf
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Perception of pointing from biological motion point-light displays in typically developing children and children with autism spectrum disorder
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Use of eye-pointing by children with cerebral palsy: what are we looking at?
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In: INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS , 48 (5) pp. 477-485. (2013) (2013)
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A double dissociation between sensorimotor impairments and reading disability: A comparison of autistic and dyslexic children
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In: ISSN: 0264-3294 ; EISSN: 1464-0627 ; Cognitive Neuropsychology ; https://hal.archives-ouvertes.fr/hal-00242949 ; Cognitive Neuropsychology, Taylor & Francis (Routledge), 2006, 23 (5), pp.748-761 (2006)
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The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children
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In: DEVELOPMENTAL SCI , 9 (3) 237 - 255. (2006) (2006)
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The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children
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In: Developmental Science , 9 (3) pp. 237-269. (2006) (2006)
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A double dissociation between sensorimotor impairments and reading disability: A comparison of autistic and dyslexic children
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In: COGN NEUROPSYCHOL , 23 (5) 748 - 761. (2006) (2006)
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The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children
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In: Developmental Science , 9 (3) pp. 237-269. (2006) (2006)
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Target article with commentaries and response: The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children
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In: Developmental Science , 9 (3) pp. 237-255. (2006) (2006)
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Predicting language outcome in infants with autism and pervasive developmental disorder.
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In: Int J Lang Commun Disord , 38 (3) 265 - 285. (2003) (2003)
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Thought-bubbles help children with autism acquire an alternative to a theory of mind.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2002)
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A pilot randomised control trial of a parent training intervention for pre-school children with autism. Preliminary findings and methodological challenges.
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In: Eur Child Adolesc Psychiatry , 11 (6) 266 - 272. (2002) (2002)
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Thought-bubbles help children with autism acquire an alternative to a theory of mind.
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In: Autism , 6 (4) pp. 343-363. (2002) (2002)
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The frequency and distribution of spontaneous attention shifts between social and nonsocial stimuli in autistic, typically developing, and nonautistic developmentally delayed infants.
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In: J Child Psychol Psychiatry , 39 (5) 747 - 753. (1998) (1998)
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An experimental investigation of social-cognitive abilities in infants with autism: clinical implications
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In: Infant Mental Health Journal , 19 (2) 260 - 275. (1998) (1998)
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