%0 Journal Article %1 RefWorks:13 %A Ward, Rebecca %A Yu, Dickie C. T. %D 2000 %J Journal on Developmental Disabilities %K ABLA %N 2 %P 142-155 %T Bridging the gap between visual and auditory discrimination learning in children with autism and severe developmental disabilities %U <img src=http://sfx2.exlibrisgroup.com:9003/umanitoba/link.gif border="0"> http://sfx2.exlibrisgroup.com:9003/umanitoba?sid=SP:PSYI&id=pmid:&id=&issn=1188-9136&isbn=&volume=7&issue=2&spage=142&pages=142-155&date=2000&title=Journal%20on%20Developmental%20Disabilities&atitle=Bridging%20the%20gap%20between%20visual%20and%20auditory%20discrimination%20learning%20in%20children%20with%20autism%20and%20severe%20developmental%20disabilities.&aulast=Ward%2c%20Rebecca&pid=%3Cauthor%3EWard%2c%20Rebecca%3bYu%2c%20Dickie%20C.%20T%3C%2Fauthor%3E%3CAN%3E2002-10669-008%3C%2FAN%3E%3CDT%3EJournal%3bPeer%20Reviewed%20Journal%3bEmpirical%20Study%3C%2FDT%3E %V 7 %X By analysing the auditory discrimination tasks used in the Assessment of Basic Learning Abilities (ABLA) test, the current authors identified 4 component skills that may be prerequisites for speech discriminations: delayed visual-visual identity matching; visual-visual nonidentity matching; auditory-visual matching involving object sounds; and auditory-visual matching involving speech and object sounds. Of 32 children (aged 3-9 yrs; 20 with autistic-spectrum disorder) tested on the ABLA test, all but 1 child displayed pass-fail patterns on the ABLA test consistent with that reported in previous research. Of 17 children (13 with autistic-spectrum disorder) tested on the 4 component skills, all but 1 child showed the 4 component skills to be hierarchically ordered between ABLA Level 4 visual matching and Level 5 auditory discrimination. This study provides confirmation that children with autistic-spectrum disorders follow the same progression as typical children and children with developmentally disabilities on the ABLA test. The component skills have the potential to serve as bridging tasks for children who have persistent difficulty in acquiring basic auditory and speech discriminations. (PsycINFO Database Record (c) 2006 APA, all rights reserved) %@ 1188-9136

@article{RefWorks:13, abstract = {By analysing the auditory discrimination tasks used in the Assessment of Basic Learning Abilities (ABLA) test, the current authors identified 4 component skills that may be prerequisites for speech discriminations: delayed visual-visual identity matching; visual-visual nonidentity matching; auditory-visual matching involving object sounds; and auditory-visual matching involving speech and object sounds. Of 32 children (aged 3-9 yrs; 20 with autistic-spectrum disorder) tested on the ABLA test, all but 1 child displayed pass-fail patterns on the ABLA test consistent with that reported in previous research. Of 17 children (13 with autistic-spectrum disorder) tested on the 4 component skills, all but 1 child showed the 4 component skills to be hierarchically ordered between ABLA Level 4 visual matching and Level 5 auditory discrimination. This study provides confirmation that children with autistic-spectrum disorders follow the same progression as typical children and children with developmentally disabilities on the ABLA test. The component skills have the potential to serve as bridging tasks for children who have persistent difficulty in acquiring basic auditory and speech discriminations. (PsycINFO Database Record (c) 2006 APA, all rights reserved)}, added-at = {2007-08-01T06:41:13.000+0200}, author = {Ward, Rebecca and Yu, Dickie C. T.}, biburl = {https://www.bibsonomy.org/bibtex/20e7dfc145697864a4d861f6f79a0139e/dani}, interhash = {88a4ecf082ca979add459fde9cb6117e}, intrahash = {0e7dfc145697864a4d861f6f79a0139e}, isbn = {1188-9136}, journal = {Journal on Developmental Disabilities}, keywords = {ABLA}, language = {English}, month = {Dec 2000}, note = {SI: Special Issue: Recent research on the Assesment of Basic Learning Abilities Test.; MT: Electronic; Print; FO: Print; PO: Human; Male; Female; AG: Childhood (birth-12-yrs); Preschool-Age (2-5-yrs); School-Age (6-12-yrs); LO: Canada; MD: Empirical-Study; CRN: Number of References: 19; Displayed: 19.; REF: Fyffe, C., & Prior, M. (1978). Evidence of language recoding in autistic, retarded and normal children: a re-examination. British Journal of Psychology, 69, 393-402. Heffner, R. (1977). Developmental auditory agnosia in retarded adolescents: A preliminary investigation. Brain & Language, 4, 521-536. Kerr, N., Meyerson, L., & Flora, J. (1977). 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Behaviour Research of Severe Developmental Disabilities, 2, 175-189.}, number = 2, pages = {142-155}, timestamp = {2007-08-01T06:41:13.000+0200}, title = {Bridging the gap between visual and auditory discrimination learning in children with autism and severe developmental disabilities}, url = {<img src=http://sfx2.exlibrisgroup.com:9003/umanitoba/link.gif border="0"> http://sfx2.exlibrisgroup.com:9003/umanitoba?sid=SP:PSYI&id=pmid:&id=&issn=1188-9136&isbn=&volume=7&issue=2&spage=142&pages=142-155&date=2000&title=Journal%20on%20Developmental%20Disabilities&atitle=Bridging%20the%20gap%20between%20visual%20and%20auditory%20discrimination%20learning%20in%20children%20with%20autism%20and%20severe%20developmental%20disabilities.&aulast=Ward%2c%20Rebecca&pid=%3Cauthor%3EWard%2c%20Rebecca%3bYu%2c%20Dickie%20C.%20T%3C%2Fauthor%3E%3CAN%3E2002-10669-008%3C%2FAN%3E%3CDT%3EJournal%3bPeer%20Reviewed%20Journal%3bEmpirical%20Study%3C%2FDT%3E}, volume = 7, year = 2000 }