1,720,962 research outputs found
SAFE Research Protocol
No full textJoint protocol created for NIHR (9PB-PG-0815-20058) and Autistica (7239
Policy Brief for All-Party Parliamentary Group (APPG) on Autism: National Implementation of Systemic Family Therapy for Autism
No full textAddressing the Crisis of Premature Mortality and Family Trauma in Autism through Systemic Intervention
Conditional reasoning in autism spectrum disorder: activation and integration of knowledge and belief.
Full text linkReasoning from all knowledge and belief is an adaptive approach to thinking about the world. It has been robustly shown that conditional ‘if then’ reasoning with everyday content is influenced by the background knowledge an individual has available. If we are presented with the statement ‘if it rains, then John will get wet’ then we are told that it is raining and asked if John will get wet, we may consider a number of possibilities before answering the question; perhaps John has an umbrella or is sheltered from the rain. Hence, when engaged in conditional reasoning of this sort people typically draw on background knowledge to arrive at an informed response. People with autism tend not to process information in context. There is a wealth of evidence indicating that these individuals have a piecemeal rather than an integrative processing style. It was therefore hypothesised that adolescents with autism spectrum disorder (ASD) would be less influenced by background knowledge when engaged in conditional reasoning with everyday content. Adolescents with ASD showed a weak or absent effect of available background knowledge on reasoning outcomes compared to a typically developing control group. This finding was demonstrated in two separate conditional reasoning tasks. These results were not explained by a failure to generate background knowledge or by differences in the beliefs held by the two groups regarding problem content. Within the typical population a lack of contextualised reasoning was also found among participants with high scores on one particular autistic trait, attention to detail. The ability to integrate all relevant information during conditional reasoning was also found to be dependent on available working memory resources. These results extend the known domains which demonstrate a lack of contextualised processing in autism. They also show that for individuals with autism reasoning without regard for background knowledge stems from a failure to integrate information. The findings suggest that this failure is related to the cognitive demands of the task and the processing style of the individual
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
SAFE practice guidance and brief manual revised
No full textRevised and updated practice manual for SAFE2 websit
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Influences, views and practices associated with life skills education for children with autism in two cities in Turkey and England
No full textThis study explored influences, views and practices associated with life skills education for children with autism within schools in two cities in England and in Turkey of similar socio-economic status and size. Data was collected via interviews with staff and observations in mainstream and special schools. Life skills were taught to children with autism in both cities. Schools in both cities taught basic and complex everyday skills, associated with psychosocial abilities, and enhancement of positive behaviour. The teaching of life skills was influenced by cultural and religious views and availability of resources resulting in differing models. In the Turkish Schools development of life skills relied more heavily on situational learning within the community as a bridge to parental engagement, whereas the English schools were more likely to use an adapted experiential model within the school campus with support from parents in transferring skills at home. © 2020 Informa UK Limited, trading as Taylor & Francis Group
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