Types of Linguistic Disability in Psychotic Children*

Tubbs, Virginia K.

doi:10.1111/j.1365-2788.1966.tb00188.x

Cited by 17 publications

(4 citation statements)

References 5 publications

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“…For both high and low functioning autistic children, verbal and manual expressive performance was particularly impoverished and indicates a severe deficit in spontaneous communicative ability. Findings were compared with those of Tubbs (1966) and in general there was some support for her earlier and widely quoted conclusions.…”

Section: Discussionsupporting

confidence: 54%

Psycholinguistig Disabilities of Autistic and Retarded Children

Prior

1977

J intellect Disabil Res

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Section: Discussionsupporting

confidence: 54%

Psycholinguistig Disabilities of Autistic and Retarded Children

Prior

1977

J intellect Disabil Res

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“…That many aspects of the visual skills of individuals with autism are preserved or even superior relative to age peers has long been established (e.g., Caron et al 2004, Dawson 1996Hermelin and Frith 1971;Hermelin and O'Connor 1970;Kamio and Toichi 2000;Minshew et al 1997;O'Riordan et al 2001;Tubbs 1966). With this foundation, numerous researchers and clinicians have accepted the importance of visual material for increasing the skills of individuals with autism (American Speech-LanguageHearing Association 2006; Mesibov et al 2002;National Research Council 2001;Stromer et al 2006;Quill 1997).…”

Section: Visual Informationmentioning

confidence: 99%

The TEACCH Program in the Era of Evidence-Based Practice

Mesibov

Shea

2009

J Autism Dev Disord

205

106

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'Evidence-based practice' as initially defined in medicine and adult psychotherapy had limited applicability to autism interventions, but recent elaborations of the concept by the American Psychological Association (Am Psychol 61: 271-285, 2006) and Kazdin (Am Psychol 63(1):146-159, 2008) have increased its relevance to our field. This article discusses the TEACCH program (of which the first author is director) as an example of an evidence-based practice in light of recent formulations of that concept.

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“…Mostofsky and Ewen have proposed that this bias results in altered schemata that affect both movement and social skills (Mostofsky & Ewen, 2011). In a much earlier account, Hermelin suggested a fundamental alteration in the development of supramodal representation, which is fundamental to symbolic ability in her view (Hermelin, 1978;Tubbs, 1966) and potentially relevant to the development spatial schemata for skilled action (Hermelin, 1976).…”

Section: Task-irrelevant Stimuli Capacity-limited Stagementioning

confidence: 99%

Psychological Theories of Autism: Everything, All at Once, In One Place

Ewen¹

2023

Preprint

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The goal of this work is to collect psychological causal theories of autism, to review them critically in terms of the strength of their constructs, premises and potential explanatory power, and to identify areas of engagement across theories. We have identified seven "families" of theories within the autism literature: low-level sensory-motor theories, arousal theories, complexity/abstraction/attention theories, predictive-coding theories, language theories, developmental theories and primary-social theories. The first five families are reviewed, and recommendations are made for strategic research planning.

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Types of Linguistic Disability in Psychotic Children*

Cited by 17 publications

References 5 publications

Psycholinguistig Disabilities of Autistic and Retarded Children

Psycholinguistig Disabilities of Autistic and Retarded Children

The TEACCH Program in the Era of Evidence-Based Practice

Psychological Theories of Autism: Everything, All at Once, In One Place

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