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Adjusting your travel days, such as flying on a Tuesday or during off-peak seasons, can further help you achieve significant savings on both flights and accommodations. 8. Book round-trip flights Skyscanner allows you to compare prices for flights, hotels and car rentals all in one place. This comprehensive view helps you ensure that the savings you get on flights aren’t offset by expensive hotels or inconvenient locations that may increase your overall travel costs. 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: Where is this story set? What time of day? The sun is setting and the moon is starting to rise in the sky.

The MANCOVA for ToM and non-ToM central ideas yielded a significant group effect [ F(2,44) = 3.5, p = 0.04, ω 2 = 0.10]. Examining each type of idea separately revealed that the TD group referred to more ToM and non-ToM ideas than the ASD group did ( Table 2). Cites any resources used in analysis in proper MLA parenthetically and lists them correctly in REFERENCES section. 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 Look carefully, how has David Wiesner drawn the picture to show that the frog stops suddenly? Can you explain how he has shown that? We compared the percentage of evaluation expressions (out of the total length) between the ASD and the TD groups using a one-way ANCOVA. No significant group effect was found ( Table 2). In addition, a non-parametric Mann–Whitney test was performed and did not yield a significant group effect ( Z = −1.1, p = 0.29). Unrelated TextAll authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication. NK, DZ, and EB-I worked on design, data collection, data analysis, and writing. LW contributed in inferring the study’s conclusions and in the writing. Conflict of Interest

Why are these things happening? It’s anybody’s guess… But when daylight comes, the magic stops. All that remains are a few empty lily pads and some very puzzled humans. What might happen next Tuesday, though – could proverbial pigs fly? Spread from Tuesday by David Wiesner The mean percentage of unrelated utterances (out of the total length) was compared between the groups using a one-way ANCOVA. No significant difference was found between the ASD and the TD groups ( Table 2). 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. Previous studies on the narrative skills of children and adults with ASD have yielded inconsistent results ( Baixauli et al., 2016). This inconsistency may be due to differences in the definition of the research groups (high vs. low functioning individuals), general language function (at or below age norms), ranges of chronological age, matching criteria (chronological age, mental age, or language function), and story elicitation procedures (story retell, telling a personal experience, or picture book narration). Even when cognitively-able children with ASD were matched to controls on their overall language level, some studies found group differences on some of the measures, but others could not differentiate between the groups [see Supplementary Material (Table A1), for summary of selected studies]. There are findings that point to difficulty in maintaining coherence ( Norbury and Bishop, 2003; Diehl et al., 2006) including incorrect use of pronouns ( Norbury and Bishop, 2002; Novogrodsky, 2013), and addition of irrelevant information ( Losh and Capps, 2003; Makinen et al., 2014). Other findings point to a difficulty in accurately conveying the semantics of the story in a pragmatic way. For the purposes of this essay, the semantics of the story and the ways by which it is conveyed in the narratives will be referred to as “semantic-pragmatic” aspects of the narrative. For example, children with ASD were found to relate to causal aspects of the story less often than their TD peers ( Losh and Capps, 2003; Sah and Torng, 2015). Children with ASD were also found to include fewer main story components and to make fewer references to internal states and their causes as compared with their TD controls ( Makinen et al., 2014). In a meta-analysis conducted by Baixauli et al. (2016), it was found that children with ASD, without intellectual disability, performed significantly worse than their peers on different measures of narrative length, syntactic complexity, coherence, cohesiveness, and Internal State Language (ISL). Research on the Tuesday Narratives (ADOS) in ASDTuesday can stimulate writing in a range of genres. You might try chronological reports on behalf of a journalist, eyewitness or detective. It is also great for exploring viewpoint and character motivation. With no dialogue, children can speculate about the thoughts and words of the characters freely. Children can try explaining or hypothesising why the frogs came or write instructions for keeping frogs out of homes. Create a twilight palette of blues, greens and greys as David Wiesner has done. Paint a scene from the book, or your own scene set at this time of day. You might like to use the internet or other sources to find an image of John Singer Sargent’s ‘Carnation, Lily, Lily, Rose’ and talk about the way the artists has captured the twilight with white flowers and glowing lanterns. Prize-winning books In addition to the identified deficits in the narrative competence of children with ASD, the findings of the current study shed an important light on the normative performance of young TD children. To date, data regarding the characteristics of narratives produced by TD children of the Tuesday story have not been available to researchers and clinicians. The developmental literature points to significant gains in the narrative capacity of children 5;0–7;0 years old (e.g., Berman and Neeman, 1994). The Tuesday storybook is part of the ADOS diagnostic battery, and it is important to know what can be expected of TD children in the specified age range. Looking at the numbers of items in each category expressed by the TD participants, it can be seen that children between 5;0–7;0 years of age are capable of including in their Tuesday narratives about 80% of the characters, 60% of the actions, 40% of the objects, 40% of the settings, and 30% of the story’s central ideas, as detailed in this study’s analysis scheme. Implications of the Current Study Verbal productivity, measured in length of the produced narratives, yielded group differences in the current study and in Rumpf et al. (2012) and Kuijper et al. (2016). Banney et al. (2014), Suh et al. (2014), and Kauschke et al. (2016) found equivalent story lengths for their groups. Once again, the different age ranges of participants in these studies may explain this inconsistency. It is possible that younger children with ASD produce shorter narratives than children with TD, but with time, the ability to narrate and describe visual stimuli matures, and helps them produce narratives of equivalent length. What might be happening inside the houses? Talk briefly about the sorts of things people might be doing at this time of night.

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 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.Leonard, Andrew. "Sent In The Clouds. The story, told entirely without words, of an ingenious boy who changes the way the sky looks". The New York Times. In a rich palette of blues and greens – and at various hours of the night – we see, among other things, the frogs crashing into washing, watching television while an old lady naps, and encountering a scary dog. Spread from Tuesday by David Wiesner It is a semi-structured, interactive schedule designed to assess social and communicative functioning in individuals who may have ASD. Only one of the modules is administered, depending on the examinee’s age and/or expressive language ( Lord et al., 1999, 2000). ASD participants for the current study were all administered module 3, which is designed for children who use fluent expressive language. The scores of each of the ADOS sub-domains, social affect (SA) and RRBs were used for the calculation of each sub-domain severity score using the SA and RRB-CSS. Scores from the original ADOS protocol were converted to compute the cut-offs (SA, RRB, and subsequent CSS scores) from the ADOS-2 algorithms. The range for ADOS-CSS and ADOS-SA-CSS is 0–10. The range for ADOS-RRB-CSS is 5–10 (this measure does not include scores between 1 and 4). Higher scores reflect more severe autism symptoms for each domain ( Hus et al., 2014). Wechsler Preschool and Primary Scale of Intelligence- Third Edition The semantic-pragmatic analysis conducted in previous Tuesday studies focused on the use of ISL, and on the story’s main details and events. The analysis of ISL yielded group differences in Rumpf et al. (2012) and Kauschke et al. (2016) who compared female individuals with ASD to TD females and found group differences for terms of emotion. The ASD participants in the three other studies evaluating ISL ( Banney et al., 2014; Suh et al., 2014; Kuijper et al., 2016) produced a similar number of these terms as the TD participants. When the story’s basic components were analyzed, Rumpf et al. (2012) and Kauschke et al. (2016) found no group difference in the overall reference to the story’s characters, time, and space. In addition, Kauschke et al. (2016) did not find a group difference in relation to the two examined “core events” (“frogs are not able to fly in reality” and “the frogs lose their capability to fly on water lily leaves; the policemen wonder where the leaves on the street come from”). However, Suh et al. (2014) found that their ASD group included significantly fewer story elements (a pre-identified list of the main events of the story) than the TD group. Likewise, Rumpf et al. (2012) found that their ASD participants verbalized the two examined “core events” of the story (i.e., “frogs lose their ability to fly,” and “the police are wondering where the leaves came from”) significantly less than their TD peers. Finally, Banney et al. (2014) who also examined only two core events, found that ASD participants included them less in their narratives: “the emotional response of the frogs” and “the frogs lose their ability to fly.” Taken together, these results point to a possible semantic-pragmatic difficulty in the narrative production of children with ASD. The term “semantic-pragmatic,” in this study, is used to refer to the process of generating and conveying meaning within social and interpersonal context. However, the analysis of the story’s events and ideas conducted in previous studies was limited in its scope. Suh et al. (2014) did analyze a list of the story’s events; however, the majority of the events were concrete descriptions of the pictures and there was no differentiation between those events and the more globalized and abstract meanings. Rationale and Hypotheses

On Travel Tuesday, these alliances often leverage the shopping frenzy to roll out special promotions and discounts, making it an ideal time to explore their benefits. 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. The current study has several strengths. The participants with ASD underwent a comprehensive diagnosis based on the widely used diagnostic tools (ADOS and ADI-R). The inclusion criteria were strict regarding cognition, both verbal and non-verbal. The research group was relatively large, as compared with previous studies, and the age range of participants was relatively narrow, which strengthened the homogeneity of the group.

Introduction

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