Tuesday: 1

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Three of the leading theoretical accounts that attempt to explain the core deficits in ASD are: the Weak Central Coherence (WCC) account ( Happé, 1999; Frith, 2003; Happé and Frith, 2006), ToM deficit ( Baron-Cohen et al., 1985; Tager-Flusberg and Sullivan, 1995) and executive function (EF) impairment ( Hill, 2004; Kenworthy et al., 2008). These theoretical accounts can be linked directly to the narrative performance of children with ASD. According to the WCC account, the cognitive style of individuals with ASD reflects a tendency to favor processing of local stimulus properties at the expense of integrating details into meaningful wholes. At the “low” level of information processing, they tend to neglect context in the sensory (e.g., visual, acoustic) domain, and at the “high” level of information processing, they demonstrate difficulties with more abstract, conceptual processes ( Frith and Happé, 1994). The WCC cognitive style exhibits difficulties in using context to infer meaning ( Vermeulen, 2015). When pictures are used to elicit narrative production, it may affect the comprehension of concepts that need to be inferred from the integration of several visual details. According to the ToM account, people with ASD show a deficit in their ability to infer other peoples’ mental states. In regards to narrative capacity, ToM impairment may challenge their ability to take into account the listener’s previous knowledge. They may also fail to identify and relate to the psychological states of the story’s characters, including their perceptions, emotions, and motivations ( Tager-Flusberg and Sullivan, 1995; Capps et al., 2000). The EF deficiency account focuses on the difficulties that individuals with ASD often demonstrate in performing a variety of complex tasks, such as planning, self-monitoring, inhibition, and mental flexibility ( Ozonoff et al., 1991). There is evidence that the development of EF skills and the development of narrative skills support each other (e.g., Friend and Bates, 2014). EF weakness may impact narrative competence in several different ways, such as in difficulty organizing information regarding the content of the story, and securing a connection between sentences. It may also reduce the ability to self-monitor performance throughout narration and to focus on the significant information while omitting irrelevant details ( Joseph and Tager-Flusberg, 2004; Ketelaars et al., 2012). Narrative Skills in ASD of Allied Health Sciences, School of Medicine, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States The quantitative measure chosen to reflect the overall length of the produced narrative was the number of clauses, in simple sentences (one independent clause), in compound sentences (two independent clauses or more), and in complex sentences (at least one independent clause and at least one dependent clause). Utterances that were “yes/no” responses, reflections on the story (e.g., “this is a long story”), and unintelligible sentences/clauses, were excluded from this count. Syntactic complexity When Tuesday was first published, in 1991, picture books for older children were quite unusual. This is a truly ‘grown up’ picture book. It has a filmic feel with many of the illustrations playing with wide screen and close up views. It merits close looking and would work very well projected on a screen.

This variable captured the personal perspective of the narrator, and included: emotions/opinions of the narrator toward the story, adjectives, adverbs, and discourse markers (e.g., “finally”), and modal (e.g., “should”), aspectual (e.g., “began”), emotional (e.g., “was scared”), cognitive (e.g., “knew”), and perceptual (e.g., “heard”) verbs. All of these “evaluative” elements were counted for each participant. Unrelated text Based on the cognitive theories of ASD and previous studies, we hypothesize that children with ASD will show a semantic-pragmatic deficit, as expressed in fewer references to the story’s basic details and central ideas. The deficit will arise specifically in relation to concepts that require the integration of several pieces of information and/or consideration of the story’s context. These concepts include the story’s central ideas and the story’s basic details, except for the category of objects, which is more concrete in nature. The Indianapolis Public Library. "2014 McFadden Memorial Lecture: Children's Author David Wiesner" . Retrieved 17 November 2014. Imagine you are an expert on the ‘Tuesday Evening Phenomenon’. A journalist has come to interview you. In pairs, improvise the interview. Share your ideas in a group. Which did you like best? Crepuscular tones urn:oclc:758984513 Republisher_date 20120801032040 Republisher_operator [email protected] Scandate 20120731112111 Scanner scribe28.shenzhen.archive.org Scanningcenter shenzhen Worldcat (source edition)An alternative way to approach the story in school would be to set up a crime scene. Create an area where it appears there has been an intruder who has dislodged things from their usual places. Arrange some giant lily pads around the scene and puddles of water. Cordon of the scene with red and white tape, as used to mark a crime scene. Invite the children to work out what may have happened. Ideally, do this on a Wednesday morning…Tuesday is the magical night! During reading Framing the story Tuesday is a strange title for a book. Encourage the children to speculate why it might be called this. Consistency in pricing. Airlines often maintain consistent pricing for round-trip flights, which can lead to predictability in your travel expenses. In contrast, one-way fares can be subject to dynamic pricing, making it challenging to secure a fixed, budget-friendly rate for each leg of your journey.

We thank Noga Gadish, Dvora Fridman, Maor Vegh, and Orya Lev for their assistance in collecting the data. Supplementary Material One frog is choosing to look at a painting rather than watch television with the other frogs. Do you think they have different personalities?Since not all the children with ASD showed difficulty in relating to the central ideas of the Tuesday story relative to their TD controls, we decided to conduct an individual analysis. We looked at the number of central ideas for each participant with ASD in relation to the mean central ideas of the TD group. Accordingly, we divided the ASD group into two sub-groups with high and low semantic-pragmatic skills. All ASD participants whose mean number of central ideas fell one SD or more (0–2) below the mean of the TD group were considered to have “low narrative semantic-pragmatic skills.” Examining the ADOS-SA-CSS revealed higher scores for the “Low semantic-pragmatic skills group” ( n = 15; M = 7.5, SD = 2.1) than the “High semantic-pragmatic skills group” ( n = 9; M = 6.2, SD = 2.3). However, this difference did not reach statistical significance [ F(1,22) = 2.1, p = 0.16, ω 2 = 0.04). For the ADOS-RRB-CSS, no significant group effect was noted [ F(1,22) = 0.31, p = 0.58, ω 2 = 0.00) (“Low semantic-pragmatic group” : M = 7.6, SD = 2.5) (“High semantic-pragmatic group”: M = 8.2, SD = 2.9). Discussion Summary of Results Additionally, consider in-flight entertainment options, Wi-Fi availability and seat comfort, especially for longer journeys. Airlines like American, United and JetBlue may have varying levels of amenities, so understanding what you value most can help you choose the best deal for your preferences. Synopsis: The events recorded here are verified by an undisclosed source to have happened somewhere, U.S.A.. on Tuesday. All those in doubt are reminded that there is always another Tuesday.

Convenient airport locations are another crucial factor. Review where the flight departs from and lands. The current study has a few limitations that should be considered. Only two cognitive subtests were used with the TD participants. In addition, the participants in both groups did not undergo a comprehensive language evaluation, which could have provided additional information about their lexical and syntactic capacities. Future ResearchFinally, the elaborated central ideas coding system should be adjusted and tested with additional stories, other than Tuesday. Data Availability Statement The individual differences within the ASD group regarding narrative semantic-pragmatic skills reflect the known heterogeneity of this clinical population. Children with ASD are heterogeneous in their cognitive and language skills, and also in their narrative semantic-pragmatics. Some children perform below the mean of their age-matched controls, while others perform just as well as their TD peers. The clinical implication of this heterogeneity is that children with ASD should be assessed individually on this narrative aspect, and treatment should be provided to those children who have a difficulty in this area. Tuesday by David Wiesner takes place on (you guessed it) a Tuesday; to be more exact, on a Tuesday evening around eight. At around that time, an unknown force rises all the frogs on lily pads, from a swamp, into the air and takes them around a nearby town for a joy ride. Their adventure, through the town’s suburban neighborhoods, lasts all Tuesday night and early Wednesday morning. In time, the young Wiesner began exploring the history of art, delving into the Renaissance at first — Michelangelo, Dürer, and da Vinci — then moving on to such surrealists as Magritte, de Chirico, and Dalí. As he got older, he would sit, inspired by these masters, at the oak drafting table his father had found for him and would construct new worlds on paper and create wordless comic books, such as Slop the Wonder Pig, and silent movies, like his kung fu vampire film The Saga of Butchula. If a Picture Book you also need to include this sectio n, otherwise simply delete it. Strategically and accurately describes some or all of the following artistic elements (this is not an exhaustive list – feel free to expand this). Select and link and/or upload 1-2 illustrations to support analysis: