Marschik, Peter B.

[["dc.bibliographiccitation.issue","3"],["dc.bibliographiccitation.journal","Journal of Developmental and Physical Disabilities"],["dc.bibliographiccitation.volume","26"],["dc.contributor.author","Roche, Laura"],["dc.contributor.author","Sigafoos, Jeff"],["dc.contributor.author","Lancioni, Giulio E."],["dc.contributor.author","O'Reilly, Mark"],["dc.contributor.author","van der Meer, Larah"],["dc.contributor.author","Achmadi, Donna"],["dc.contributor.author","Green, Vanessa A."],["dc.contributor.author","Kagohara, Debora"],["dc.contributor.author","Sutherland, Dean"],["dc.contributor.author","Rayner, Christopher"],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2020-06-22T06:22:16Z"],["dc.date.available","2020-06-22T06:22:16Z"],["dc.date.issued","2014"],["dc.description.abstract","We compared how quickly two boys with developmental disabilities learned to use tangible symbols, picture exchange, and a direct selection response to access cartoon videos. Intervention, aimed at teaching the boys to use each option, was evaluated in a multiple-baseline across participants and alternating treatments design. Following intervention, the boys were allowed to choose among the three options. Both participants learned to access six cartoon videos using the three options at comparable rates. Following acquisition, both boys most often chose to use tangible symbols. These findings are consistent with previous studies reporting comparable acquisition rates and a preference among communication options. The present study extends the literature by including a comparison of tangible symbols and a direct selection response. Our results provide additional support for the use of tangible symbols as a communication option for children with developmental disabilities."],["dc.identifier.doi","10.1007/s10882-013-9361-1"],["dc.identifier.isi","WOS:000334685100001"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/66576"],["dc.identifier.url","http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:000334685100001&KeyUID=WOS:000334685100001"],["dc.language.iso","en"],["dc.relation.eissn","1573-3580"],["dc.relation.issn","1056-263X"],["dc.title","Comparing Tangible Symbols, Picture Exchange, and a Direct Selection Response for Enabling Two Boys with Developmental Disabilities to Access Preferred Stimuli"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","107"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Early Human Development"],["dc.bibliographiccitation.lastpage","114"],["dc.bibliographiccitation.volume","83"],["dc.contributor.author","Marschik, Peter B."],["dc.contributor.author","Einspieler, Christa"],["dc.contributor.author","Garzarolli, Bettina"],["dc.contributor.author","Prechtl, Heinz F. R."],["dc.date.accessioned","2020-06-23T08:52:55Z"],["dc.date.available","2020-06-23T08:52:55Z"],["dc.date.issued","2007"],["dc.description.abstract","Background Obstetrical and neonatal complications and/or an adverse parenting environment are risk factors for language impairment, but little is known about their effects on early word production (late talking). Aims To determine obstetrical and neonatal risk factors in children with delayed word production; to assess the influence of the parenting environment on word production; to determine whether the toddler's vocabulary competence is related to his/her social competence; to document the neurodevelopmental outcome at the late preschool age. Study design Prospective follow-up study. Based on word production at 18 months, children were retrospectively classified into consistent or transient late talkers and controls. Subjects Full-term infants, N = 30 (mean GA 40.3 ± 1.1 weeks, mean birth weight 3577 ± 267 g) were assessed at 18 and 24 months; and 5 years and 7 months. Methods Austrian Communicative Development Inventories; Bayley Scales of Infant Development; Griffiths Developmental Scales. Outcome measures Peabody Picture Vocabulary Test; Kaufman Assessment Battery for Children; Touwen's neurological examination. Results and Conclusions Lower Apgar scores and the need for neonatal intensive care were associated with delayed word production. The parents' educational and vocational levels were lower in late talkers. Early vocabulary competence correlated with social competence. With regard to the prediction of lexical and cognitive outcomes, late talkers did not differ from controls. Minor neurological dysfunctions (MND) were seen in nearly half of the late talkers and indicate the necessity to follow these children into school age, when MND might become more obvious and literacy can be assessed."],["dc.identifier.doi","10.1016/j.earlhumdev.2006.05.009"],["dc.identifier.isi","WOS:000244597100006"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/66609"],["dc.identifier.url","http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:000244597100006&KeyUID=WOS:000244597100006"],["dc.language.iso","en"],["dc.relation.issn","0378-3782"],["dc.title","Events at early development: Are they associated with early word production and neurodevelopmental abilities at the preschool age?"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1616"],["dc.bibliographiccitation.issue","10"],["dc.bibliographiccitation.journal","Journal of Clinical Medicine"],["dc.bibliographiccitation.volume","8"],["dc.contributor.author","Einspieler, Christa"],["dc.contributor.author","Bos, Arend F."],["dc.contributor.author","Krieber-Tomantschger, Magdalena"],["dc.contributor.author","Alvarado, Elsa"],["dc.contributor.author","Barbosa, Vanessa M."],["dc.contributor.author","Bertoncelli, Natascia"],["dc.contributor.author","Burger, Marlette"],["dc.contributor.author","Chorna, Olena"],["dc.contributor.author","Del Secco, Sabrina"],["dc.contributor.author","DeRegnier, Raye-Ann"],["dc.contributor.author","Hüning, Britta"],["dc.contributor.author","Ko, Jooyeon"],["dc.contributor.author","Lucaccioni, Laura"],["dc.contributor.author","Maeda, Tomoki"],["dc.contributor.author","Marchi, Viviana"],["dc.contributor.author","Martín, Erika"],["dc.contributor.author","Morgan, Catherine"],["dc.contributor.author","Mutlu, Akmer"],["dc.contributor.author","Nogolová, Alice"],["dc.contributor.author","Pansy, Jasmin"],["dc.contributor.author","Peyton, Colleen"],["dc.contributor.author","Pokorny, Florian B."],["dc.contributor.author","Prinsloo, Lucia R."],["dc.contributor.author","Ricci, Eileen"],["dc.contributor.author","Saini, Lokesh"],["dc.contributor.author","Scheuchenegger, Anna"],["dc.contributor.author","Silva, Cinthia R. D."],["dc.contributor.author","Soloveichick, Marina"],["dc.contributor.author","Spittle, Alicia J."],["dc.contributor.author","Toldo, Moreno"],["dc.contributor.author","Utsch, Fabiana"],["dc.contributor.author","van Zyl, Jeanetta"],["dc.contributor.author","Viñals, Carlos"],["dc.contributor.author","Wang, Jun"],["dc.contributor.author","Yang, Hong"],["dc.contributor.author","Yardımcı-Lokmanoğlu, Bilge N."],["dc.contributor.author","Cioni, Giovanni"],["dc.contributor.author","Ferrari, Fabrizio"],["dc.contributor.author","Guzzetta, Andrea"],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2020-12-10T18:47:11Z"],["dc.date.available","2020-12-10T18:47:11Z"],["dc.date.issued","2019"],["dc.description.sponsorship","Bill and Melinda Gates Foundation"],["dc.description.sponsorship","Oesterreichische Nationalbank"],["dc.description.sponsorship","Fondazione Pierfranco e Luisa Mariani"],["dc.description.sponsorship","Shanghai Municipal Commission of Health and Family Planning"],["dc.identifier.doi","10.3390/jcm8101616"],["dc.identifier.eissn","2077-0383"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/17109"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/78676"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-354"],["dc.notes.intern","Merged from goescholar"],["dc.publisher","MDPI"],["dc.relation.eissn","2077-0383"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Cerebral Palsy: Early Markers of Clinical Phenotype and Functional Outcome"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","S0891422221002377"],["dc.bibliographiccitation.firstpage","104088"],["dc.bibliographiccitation.journal","Research in Developmental Disabilities"],["dc.bibliographiccitation.volume","119"],["dc.contributor.author","Esposito, Gianluca"],["dc.contributor.author","Marschik, Peter B."],["dc.contributor.author","Nordahl-Hansen, Anders"],["dc.date.accessioned","2021-12-01T09:23:08Z"],["dc.date.available","2021-12-01T09:23:08Z"],["dc.date.issued","2021"],["dc.identifier.doi","10.1016/j.ridd.2021.104088"],["dc.identifier.pii","S0891422221002377"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/94569"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-478"],["dc.relation.issn","0891-4222"],["dc.title","Technological advancements in the assessment and intervention of developmental disabilities"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","104307"],["dc.bibliographiccitation.journal","Research in Developmental Disabilities"],["dc.bibliographiccitation.volume","129"],["dc.contributor.author","Isensee, Corinna"],["dc.contributor.author","Schmid, Benjamin"],["dc.contributor.author","Marschik, Peter B."],["dc.contributor.author","Zhang, Dajie"],["dc.contributor.author","Poustka, Luise"],["dc.date.accessioned","2022-09-01T09:49:48Z"],["dc.date.available","2022-09-01T09:49:48Z"],["dc.date.issued","2022"],["dc.identifier.doi","10.1016/j.ridd.2022.104307"],["dc.identifier.pii","S0891422222001378"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/113534"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-597"],["dc.relation.issn","0891-4222"],["dc.rights.uri","https://www.elsevier.com/tdm/userlicense/1.0/"],["dc.title","Impact of COVID-19 pandemic on families living with autism: An online survey"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","95"],["dc.bibliographiccitation.journal","Research in Developmental Disabilities"],["dc.bibliographiccitation.lastpage","108"],["dc.bibliographiccitation.volume","82"],["dc.contributor.author","Zhang, Dajie"],["dc.contributor.author","Roche, Laura"],["dc.contributor.author","Bartl-Pokorny, Katrin D."],["dc.contributor.author","Krieber, Magdalena"],["dc.contributor.author","McLay, Laurie"],["dc.contributor.author","Bölte, Sven"],["dc.contributor.author","Poustka, Luise"],["dc.contributor.author","Sigafoos, Jeff"],["dc.contributor.author","Gugatschka, Markus"],["dc.contributor.author","Einspieler, Christa"],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2020-06-03T07:28:14Z"],["dc.date.available","2020-06-03T07:28:14Z"],["dc.date.issued","2018"],["dc.description.abstract","ackground Responding to one’s own name (RtN) has been reported as atypical in children with developmental disorders, yet comparative studies on RtN across syndromes are rare. Aims We aim to (a) overview the literature on RtN in different developmental disorders during the first 24 months of life, and (b) report comparative data on RtN across syndromes. Methods and procedures In Part 1, a literature search, focusing on RtN in children during the first 24 months of life with developmental disorders, identified 23 relevant studies. In Part 2, RtN was assessed utilizing retrospective video analysis for infants later diagnosed with ASD, RTT, or FXS, and typically developing peers. Outcomes and results Given a variety of methodologies and instruments applied to assess RtN, 21/23 studies identified RtN as atypical in infants with a developmental disorder. We observed four different developmental trajectories of RtN in ASD, RTT, PSV, and FXS from 9 to 24 months of age. Between-group differences became more distinctive with age. Conclusions and implications RtN may be a potential parameter of interest in a comprehensive early detection model characterising age-specific neurofunctional biomarkers associated with specific disorders, and contribute to early identification."],["dc.identifier.doi","10.1016/j.ridd.2018.04.004"],["dc.identifier.pmid","29655507"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/66133"],["dc.language.iso","en"],["dc.relation.issn","0891-4222"],["dc.title","Response to name and its value for the early detection of developmental disorders: Insights from autism spectrum disorder, Rett syndrome, and fragile X syndrome. A perspectives paper"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","819"],["dc.bibliographiccitation.issue","6"],["dc.bibliographiccitation.journal","Behavior Modification"],["dc.bibliographiccitation.lastpage","840"],["dc.bibliographiccitation.volume","43"],["dc.contributor.author","Roche, Laura"],["dc.contributor.author","Carnett, Amarie"],["dc.contributor.author","Sigafoos, Jeff"],["dc.contributor.author","Stevens, Michelle"],["dc.contributor.author","O'Reilly, Mark F."],["dc.contributor.author","Lancioni, Gulio. E."],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2020-05-19T11:14:20Z"],["dc.date.available","2020-05-19T11:14:20Z"],["dc.date.issued","2019"],["dc.description.abstract","Autism spectrum disorder is characterized by social and communication impairment, but some children appear to have relative strength in areas such as reading printed words. The present study involved two children with limited expressive communication skills, but relatively stronger reading ability. Based on this existing strength, we evaluated a textual prompting procedure for teaching the children to produce multiword spoken requests. The effect of providing textual prompts on production of multiword requests was evaluated in an ABAB design. The results showed that multiword requests increased when textual prompts were provided and decreased when the prompts were removed. In subsequent phases, the textual prompts were successfully faded by gradually making the printed text lighter and lighter until eventually the prompts were eliminated altogether. We conclude that identification of children’s strengths may assist in identifying effective prompting procedures that could then be used in teaching functional communication skills."],["dc.identifier.doi","10.1177/0145445519850745"],["dc.identifier.pmid","31113230"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/65585"],["dc.language.iso","en"],["dc.relation.eissn","1552-4167"],["dc.relation.issn","0145-4455"],["dc.title","Using a Textual Prompt to Teach Multiword Requesting to Two Children With Autism Spectrum Disorder"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","101"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","Journal of Developmental and Physical Disabilities"],["dc.bibliographiccitation.lastpage","112"],["dc.bibliographiccitation.volume","28"],["dc.contributor.author","Townend, Gillian S."],["dc.contributor.author","Marschik, Peter B."],["dc.contributor.author","Smeets, Eric"],["dc.contributor.author","van de Berg, Raymond"],["dc.contributor.author","van den Berg, Mariёlle"],["dc.contributor.author","Curfs, Leopold Ml G."],["dc.date.accessioned","2020-06-23T08:55:12Z"],["dc.date.available","2020-06-23T08:55:12Z"],["dc.date.issued","2015"],["dc.description.abstract","This paper provides a brief report on families’ experiences of eye gaze technology as one form of augmentative and alternative communication (AAC) for individuals with Rett syndrome (RTT), and the advice, training and support they receive in relation to this. An online survey exploring communication and AAC was circulated to 190 Dutch families; of the 67 questionnaires that were returned, 63 had answered questions relating to eye gaze technology. These 63 were analysed according to parameters including: experiences during trial periods and longer-term use; expert knowledge, advice and support; funding; communicative progress; and family satisfaction. 20 respondents were using or had previous experience of using an eye gaze system at the time of the survey, 28 of those with no prior experience wanted to try a system in the future. Following a trial period, 11 systems had been funded through health insurance for long-term use and two families had decided a system was not appropriate for them. Levels of support during trials and following long-term provision varied. Despite frustrations with the technology, satisfaction with the systems was higher than satisfaction with the support. The majority of families reported progress in their child’s skills with longer term use. These findings suggest that although eye gaze technologies offer potential to individuals with RTT and their families, greater input from suppliers and knowledgeable AAC professionals is essential for individuals and families to benefit maximally. Higher levels of training and support should be part of the ‘package’ when an eye gaze system is provided."],["dc.identifier.doi","10.1007/s10882-015-9455-z"],["dc.identifier.pmid","27069348"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/66610"],["dc.language.iso","en"],["dc.relation.issn","1056-263X"],["dc.relation.issn","1573-3580"],["dc.title","Eye Gaze Technology as a Form of Augmentative and Alternative Communication for Individuals with Rett Syndrome: Experiences of Families in The Netherlands"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","e65"],["dc.bibliographiccitation.issue","3"],["dc.bibliographiccitation.journal","Sprache, Stimme, Gehör"],["dc.bibliographiccitation.lastpage","e75"],["dc.bibliographiccitation.volume","36"],["dc.contributor.author","Siegmüller, J."],["dc.contributor.author","Ringmann, S."],["dc.contributor.author","Strutzmann, E."],["dc.contributor.author","Beier, J."],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2020-05-26T13:40:19Z"],["dc.date.available","2020-05-26T13:40:19Z"],["dc.date.issued","2012"],["dc.description.abstract","Hintergrund: Symptome von Sprachentwicklungsstörungen zeigen sich in der Übergangsphase vom Kindergarten in die Grundschule insbesondere beim Produzieren von Texten. Defizite in der Textverarbeitung können zu Problemen in zentralen Bereichen der Schule führen. Im vorliegenden Beitrag wird untersucht, ob sich in der Textproduktion von Kindern ein Marker finden lässt, mit dem betroffene Kinder zum Einschulungszeitpunkt identifiziert werden können. Methode und Probanden: Es wird die Entwicklung von Textproduktionsfähigkeiten sprachunauffälliger und sprachauffälliger Kinder (N=164) zwischen 3;0 und 6;11 Jahren anhand einer Textanalyse nach dem Story-Structure-Score verglichen. Ergebnisse: Dabei zeigt sich, dass die nicht sprachauffälligen Kinder ihre textgrammatische Entwicklung mit 6;0 Jahren weitestgehend abgeschlossen haben. Für die sprachauffällige Gruppe wird ein Entwicklungsplateau festgestellt. Zusätzlich lassen sich spezifische Fehlermuster, nämlich Auslassungen von Makrostruktur-Elementen (Problemstellung der Geschichte und Auflösung) nachweisen. Schlussfolgerungen: Abgeleitet wird, dass die Textproduktion ein sensibler Marker zur Identifikation von sprachentwicklungsgestörten Kindern zum Einschulungszeitpunkt ist. Eigenständige Überwindungen einer grammatischen Problematik sind in diesem Alter nicht mehr belegt."],["dc.description.abstract","Background: Narrative processing develops in children at the transition from kindergarden to school age. Deficits in this area may lead to problems in academic achievements. In the present study we investigate whether or not there is a marker for narrative competence that would allow affected children to be identified at school entrance. Methods and Subjects: In this paper the development of story telling abilities in normal children and in children with language impairment (N=164) between the age of 3;0 to 6;11 years is compared. The aim of the study is to seek evidence for a specific diagnostic marker of language abilities derived from the child’s narrations. The study is based on text analyses using the scheme of the story structure score. Results: The results offer typical developmental patterns for the typically developing group. 4-year-olds start to show narrative abilities realised as chaining. Up to 6;0 years abilities increase and end up in reliable story grammar abilities at the beginning of school age. In the language-impaired group specific error patterns are observed. The most remarkable outcome is the absence of age-related improvements. Furthermore, the language-impaired children are not able to produce goal-outcome-units of the picture stories. Conclusions: Narrative competence is interpreted as a sensitive marker for efficient identification of language impairment in late preschool age. Schlüsselwörter"],["dc.identifier.doi","10.1055/s-0032-1304629"],["dc.identifier.isi","WOS:000312512500018"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/65985"],["dc.identifier.url","http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:000312512500018&KeyUID=WOS:000312512500018"],["dc.language.iso","de"],["dc.relation.eissn","1439-1260"],["dc.relation.issn","0342-0477"],["dc.title","A Crucial Marker for Specific Language Impairment at the Preschool Age: Narrative Competence"],["dc.title.alternative","A Crucial Marker for Specific Language Impairment at the Preschool Age: Narrative Competence"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","6"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","Kindheit und Entwicklung"],["dc.bibliographiccitation.lastpage","14"],["dc.bibliographiccitation.volume","30"],["dc.contributor.author","Einspieler, Christa"],["dc.contributor.author","Zhang, Dajie"],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2021-04-14T08:30:20Z"],["dc.date.available","2021-04-14T08:30:20Z"],["dc.date.issued","2021"],["dc.identifier.doi","10.1026/0942-5403/a000323"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/83193"],["dc.language.iso","de"],["dc.notes.intern","DOI Import GROB-399"],["dc.relation.eissn","2190-6246"],["dc.relation.issn","0942-5403"],["dc.title","Die Bedeutung fötaler und neonataler Motorik für die kindliche Entwicklung und die Früherkennung von Entwicklungsstörungen"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]