Relevant bibliographies by topics / English Forward

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'English Forward'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "English Forward"

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Gregson, I. "Deconstructionists on Fast Forward." English 41, no. 171 (September 1, 1992): 258. http://dx.doi.org/10.1093/english/41.171.258.

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Goh, Huishan A. "Moving forward in time." Journal of Pidgin and Creole Languages 31, no. 1 (April 25, 2016): 1–15. http://dx.doi.org/10.1075/jpcl.31.1.01goh.

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This paper is primarily concerned with the use of spatiotemporal metaphor in English. In particular, the interpretations of spatiotemporal metaphors in a nativized variety of English, Singapore English, will be examined. On the basis of morphosyntax, Singapore English and English spatiotemporal metaphors do not differ. The difference is only apparent in the usage of these terms. This paper examines Chinese influence in the temporal interpretations of English and show that there is substrate influence from Chinese languages on the interpretations of Singapore English spatiotemporal terms.
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Hultgren, Anna Kristina. "Epilogue: Ways Forward for Global English." Nordic Journal of English Studies 19, no. 3 (October 7, 2020): 199. http://dx.doi.org/10.35360/njes.590.

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Luckert, Richard W. "Issues in English: Stepping Back, Moving Forward." English Journal 80, no. 5 (September 1991): 17. http://dx.doi.org/10.2307/818259.

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Miller, James D., D. J. Meyer, and Michael Gottfried. "Forward‐reverse evaluations of American English monophthongs." Journal of the Acoustical Society of America 91, no. 4 (April 1992): 2421. http://dx.doi.org/10.1121/1.403197.

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Eekelaar, John. "Divorce english style –a new way forward?" Journal of Social Welfare Law 8, no. 4 (July 1986): 226–36. http://dx.doi.org/10.1080/09649068608413540.

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NAIR, GWYNETH. "Supplementing English parish listings?a way forward?" Journal of Historical Sociology 1, no. 2 (June 1988): 184–98. http://dx.doi.org/10.1111/j.1467-6443.1988.tb00009.x.

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Mukhin, K. Yu. "Forward to Jackson!" Epilepsy and paroxysmal conditions 13, no. 1S (July 13, 2021): 61–64. http://dx.doi.org/10.17749/2077-8333/epi.par.con.2021.080.

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The report shows that V.A. Karlov proved at the current level of knowledge the correctness of the ideas of the great English neurologist John Hughlings Jackson, author of works on localization of the projection motor centers of the cerebral cortex, on aphasia, and others.
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Sung, C. C. M. "English as a Lingua Franca and English language teaching: a way forward." ELT Journal 67, no. 3 (March 20, 2013): 350–53. http://dx.doi.org/10.1093/elt/cct015.

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Buzan, Barry. "Three ideas for taking the English school forward." Cambridge Review of International Affairs 33, no. 4 (July 3, 2020): 499–501. http://dx.doi.org/10.1080/09557571.2020.1785132.

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Dissertations / Theses on the topic "English Forward"

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Lundfelt, Ingrid. "Pushing Literacy Forward : How to use the novel Push in the English language classroom." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12841.

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This is an essay in the field of English literature didactics. It argues for the use of authentic texts in literacy acquisition. Specifically, the aim of this essay is to justify the use of the novel Push in an English language classroom in Sweden by presenting a literature lesson plan and validating it by three intrerview responses from teachers at a senior high school. I believe students may find the theme of the novel engaging and motivating. The lesson plan is outlined as a student writing project. In this writing project, students will practice reading, speaking and writing skills. The project also includes peer- response which is an activity mentioned in the Englsih 5 syllabus. The lesson plan aims to achieve the learning outcomes of what the Swedish curriculum and syllabus state. The project is validated by a questionnaire, sent by e-mail to teachers at a senior high school in Gävle, regarding the relevance of the proposed lesson plan. Since only three teachers found it possible to participate this essay should be considerate as a pilot case study. However their answers and my analysis provide practical teaching guidelines and indicate the relevance of this particular lesson plan.
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Larsson, Caroline, and Nygren Sara Hansson. "Paying It Forward - An action-based investigation of possible uses of texts in an English classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30841.

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This dissertation aims to explore how we, as teachers, can use texts and develop ways of working with texts in an English classroom with an eighth grade class. The syllabus states that different texts should be implemented but it does not express how this could or should be done. In this particular study we engaged in action research where we planned, carried out and evaluated a lesson series involving three different texts related to the same content, namely the story of Pay It Forward. The evaluation took the form of a triangulation of observations, a questionnaire and four interviews. We engaged a class from the eighth grade in the evaluation of the project since teaching and learning are intertwined.The evaluation of this project indicated that it might be beneficial to use three different texts and text types, related to the same content. It might also be beneficial to take the students‟ literary repertoires into consideration when choosing what texts to use. Another factor that we think should affect the choice of texts is the students‟ thoughts on their preferred way of input. Through the evaluation of the project we have also seen possible benefits of working with assignments in connection to the texts. To include a variety of assignments might help the students to develop the four different skills, reading, listening, speaking and writing.
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Макєєв, Денис Олександрович, and Людмила Сергіївна Ларка. "Голландські аукціони як інструментарій економічного управління підприємством." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/42039.

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Hass, Andrew Wilfred. "Poetics and the philosophy of reflection : with particular attention to W.H. Auden's The sea and the mirror as it reflects back to its predecessors and forward to postmodernism." Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/3530/.

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This thesis examines how a poetics may emerge from both the possibilities and the limits peculiar to the metaphor of the mirror and the concept of reflection. Working from a particular history of Western ideas that moves from Plato through to postmodernism, the examination focuses on W.H. Auden, whose treatment and utilization of reflection within The Sea and the Mirror, a long and variegated poem and commentary upon Shakespeare's late play The Tempest, act as a template for an expanded notion of poetics. It is argued that this poetics affirms the creative process by a breaking down of the borders between reflection and what is being reflected, thereby necessitating a reinscribing of those borders self-reflexively and ironically, and in tum necessitating a reevaluation of the respective tasks and boundaries of philosopher, artist and theologian. As suggested by Auden and The Sea and the Mirror, this poetics draws upon texts from a variety of historical periods and a variety of theoretical disciplines. The texts investigated in this thesis include: the "text" of a certain history of ideas defmed as the philosophy of reflection; Shakespeare's The Tempest; Robert Browning's Caliban Upon Setebos; Auden's later poem Friday's Child as well as many of his critical writings; and the theoretical notions and theologies of such contemporary thinkers as Jean-Luc Marion and Jacques Derrida as they themselves interact with the texts of the Bible, Kierkegaard, Nietzsche, Heidegger, and many other thinkers who have been critical of the West's metaphysical and onto-theological traditions. The bringing together of such texts is meant to show that, upon a continual reinvention of previous texts, the distinctions between an original and a copy, a poem and a commentary, or imaginative and theoretical discourse, begin to blur, and that the resulting negations and recreations, as variously represented by the figure of the "0", mark out a new inclusive arena for philosophy, art and theology. It is argued that this circular arena or stage does not, however, preclude the possibility of a "Wholly Other", but that, in line with the traditlolJ;,~~~5lIive theology, any theology seeking an non-idolatrous notion of GOd'"fWil1:.IJtq;lnd upon a doctrine of creation l~ ~ .... -'. . as suggested by Auden, where reverential silence is reached through the ironiesand inversions of conscious artifice as a "rite". In this sense, it is thus suggested that any philosophy or art probing the paradoxes and fissures of its own mirrorlike creations necessarily opens up new theological possibilities
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LaFaver, Zakary H. "Back to the Future: Taking a Trip Back in Order to Move Forward in Octavia Butler’s Kindred." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/215.

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Slavery is something that cannot be taken lightly. Even Butler says no matter how harsh the slavery in her novel is, it does not compare to how gruesome actual slavery was: “As a matter of fact, one of the things I realized when I was reading the slave narrative…was that I was not going to be able to come anywhere near presenting slavery as it was. I was going to have to do a some-what cleaned-up version of slavery, or no one would be willing to read it” (qtd. in Kenan 497). Octavia Butler knew that if she presented slavery directly and in a way that called people, most likely white males, that there would not be an audience for the novel. Instead she had to present slavery as something society shaped, rather than a specific group of individuals. An analysis of Octavia Butler’s Kindred reveals that societal expectations alter the dynamics of such interracial relationships as those between Dana and Kevin, Dana and Rufus, and Rufus and Alice, determining their success or failure without regard to the foundations upon which these relationships were initially built.
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Lindhagen, Emma. "Which Foot Forward? : An analysis of footing in the Dungeons & Dragons stream Critical Role." Thesis, Stockholms universitet, Engelska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-190734.

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Tabletop roleplaying games are a type of social, narrative game driven by a group conversation in which a narrative which is co-created by the participants and propelled forward by some mechanical component (for example dice rolls used to determine the narrative outcomes of actions). As mode of spontaneous conversation that has a unique set of specific characteristics, it might be fair to claim that TTRPGs constitute a unique oral genre (or, in conversation analytic terms, a unique speech-exchange system).  One of the most notable characteristics of TTRPGs as conversations is the intensive use of footing shifts. As the players alternate between orienting toward the conversation as players of a game with mechanical components and as co-creators of a joint narrative, various different resources are used to signal what footing a particular turn-at-talk is produced from. Using video from Critical Role, a live-streamed Dungeons & Dragons show, this paper examines the use of footing in TTRPGs and what resources are used to signal these.  The results of the study showed that several different types of footing were used in this material, with a large amount of overlap between them. Though it was possible to identify the primary resources for signalling some of them, for others it was not clear.
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Al-Johani, Hanan Maneh. "Finding a way forward : the impact of teachers' strategies, beliefs and knowledge on teaching English as a foreign language in Saudi Arabia." Thesis, University of Strathclyde, 2009. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=11539.

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Mulambia, Michael. "Future rates and the success of derivates of the firm : Case Study of Futures Contracts Sold on CME." Thesis, Högskolan Väst, Institutionen för ekonomi och it, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-3353.

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In today’s world economy, many companies produce where it is most cost effective to produce goods, sell where it is most profitable and source capital where it is cheaper than anywhere else, without worrying about national boundaries. However, this stage were the world has reached began three decades ago with the freeing of exchange rate, capital and interest rate controls. Additional business risks have arisen as a result of this free world and they are such that interest and exchange rates have become more variable requiring innovative financial products to help companies manage these business risks. Companies can now buy financial derivatives to help manage their exposure to variable exchange rates. As such it was the purpose of this paper to assess the effectiveness of exchange traded currency futures contracts in managing exposure to exchange rates. This was to be achieved through answering two research questions (1) how successful are exchange traded futures derivatives and (2) what is the significance of these success rates. The study established that futures contracts with maturity in three, six and nine-months have 52%, 72% and 45% success rates respectively and however only the three month success rate was confirmed by hypothesis tests.
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Hartsell, Bradley. "Projecting Culture Through Literary Exportation: How Imitation in Scandinavian Crime Fiction Reveals Regional Mores." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3323.

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This thesis reexamines the beginnings of Swedish hardboiled crime literature, in part tracking its lineage to American culture and unpacking Swedish identity. Following the introduction, the second chapter asserts how this genre began as a form of escapism, specifically in Maj Sjöwall and Per Wahlöö’s Roseanna. The third chapter compares predecessor Raymond Chandler’s The Big Sleep with Roseanna, and how Sweden’s greater gender tolerance significantly outshining America’s is reflected in literature. The fourth chapter examines how Henning Mankell’s novels fail to fully accept Sweden’s complicity in neo-Nazism as an active component of Swedish identity. The final chapter reveals Helene Tursten’s Detective Inspector Huss engaging with gender and racial relations in unique ways, while also releasing the suppressive qualities found in the Swedish identity post-war. Therefore, this thesis will better contextualize the onset of the genre, and how its lineage reflects the fruits and the damages alike in the Swedish identity.
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Zander, Laura A. [Verfasser]. "Writing Back/ Reading Forward: Reconsidering the Postcolonial Approach / Laura A. Zander." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/1181488583/34.

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Books on the topic "English Forward"

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Berish, Lynda. English fast forward. Scarborough, Ont: Prentice Hall Regents Canada, 1996.

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Berish, Lynda. English fast forward. Scarborough, Ont: Prentice Hall Regents Canada, 1996.

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Berish, Lynda. English fast forward 3. Scarborough, Ont: Prentice Hall Regents Canada, 1996.

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1943-, Thibaudeau Sandra, ed. English fast forward 3. 2nd ed. Scarborough, ON: Prentice Hall Allyn & Bacon Canada, 1999.

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Berish, Lynda. English fast forward 1. Scarborough, Ont: Prentice Hall Regents Canada, 1995.

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Berish, Lynda. English fast forward 2. Scarborough, Ont: Prentice Hall Regents Canada, 1995.

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Smith, Michael Marshall. Only forward. London: HarperCollins, 1994.

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Smith, Michael Marshall. Only forward. New York: Bantam Books, 2000.

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Moving forward. Nashville: T. Nelson, 1995.

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Canada. Office of the Commissioner of Official Languages., ed. Going forward: The evolution of Quebec's English-speaking community. [Ottawa]: Office of the Commissioner of Official Languages, 2004.

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Book chapters on the topic "English Forward"

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Anthony, Laurence. "Moving forward in ESP." In Introducing English for Specific Purposes, 185–93. London ; New York : Routledge, [2018] | Series: Routledge introductions to English for specific purposes: Routledge, 2018. http://dx.doi.org/10.4324/9781351031189-11.

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Kosnik, Clare, Simone White, and Clive Beck. "Literacy/English Teacher Educators Moving Forward." In Building Bridges, 181–92. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-491-6_13.

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Assan, Joseph, and Lawrence Walker. "The Political Economy of Contemporary Education and the Challenges of Switching Formal Language to English in Rwanda." In Rwanda Fast Forward, 176–91. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137265159_12.

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Wagner, Emma. "Chapter 14. Translation and/or Editing – The Way Forward?" In In and Out of English, edited by Gunilla Anderman and Margaret Rogers, 214–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597893-017.

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Connolly, Steve. "Looking forward; texts, literacy and technology." In The Changing Role of Media in the English Curriculum, 109–18. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003047308-7.

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Connolly, Steve. "Looking forward; texts, literacy and technology." In The Changing Role of Media in the English Curriculum, 109–18. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003047308-7.

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Kang, Emily J. S., and Julie A. Bianchini. "Relationships Among Science Language, Concepts, and Processes: A Study of English Learners in Junior High School Science Classrooms." In Moving the Equity Agenda Forward, 261–82. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4467-7_16.

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Fang, Ming, and Andie Wang. "6. Feedback to Feed Forward: Giving Effective Feedback in Advanced Chinese Writing." In L2 Writing Beyond English, edited by Nur Yiitolu and Melinda Reichelt, 95–114. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923132-009.

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Martin, Sonya N., Beth Wassell, and Kathryn Scantlebury. "Frameworks for Examining the Intersections of Race, Ethnicity, Class, and Gender on English Language Learners in K-12 Science Education in the USA." In Moving the Equity Agenda Forward, 81–98. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4467-7_6.

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Sangiamchit, Chittima, and Mabel Victoria. "Conclusion: Interculturality and the English Language Classroom—Intercultural Approaches and Moving Forward." In Interculturality and the English Language Classroom, 283–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76757-0_11.

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Conference papers on the topic "English Forward"

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Dhore, Manikrao, and Ruchi Dhore. "Marathi - English Named Entities Forward MachineTransliteration Using Linguistic and Metrical Approach." In 2017 International Conference on Computing, Communication, Control and Automation (ICCUBEA). IEEE, 2017. http://dx.doi.org/10.1109/iccubea.2017.8463731.

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Kaneko, Masahiro, Aizhan Imankulova, Tosho Hirasawa, and Mamoru Komachi. "English-to-Japanese Diverse Translation by Combining Forward and Backward Outputs." In Proceedings of the Fourth Workshop on Neural Generation and Translation. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.ngt-1.15.

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Soni, R., and D. Puja. "Performance evaluation of multilayer feed forward neural network for handwritten English Vowels Characters." In 2013 International Conference on Information Systems and Computer Networks (ISCON 2013). IEEE, 2013. http://dx.doi.org/10.1109/iciscon.2013.6524179.

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Gravano, Agustín, Štefan Beňuš, Rivka Levitan, and Julia Hirschberg. "Backward mimicry and forward influence in prosodic contour choice in standard American English." In Interspeech 2015. ISCA: ISCA, 2015. http://dx.doi.org/10.21437/interspeech.2015-67.

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FENG, LI, and JING XU. "THE STUDY OF THE STRATEGIES OF STUDENTS’ EFFECTIVE PARTICIPATION IN COLLEGE ENGLISH INTENSIVE READING TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35662.

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The traditional college English intensive reading class is mostly taught by teachers, students are passive learners, and the learning atmosphere is serious and the study is inefficient, which cannot meet the high requirements of modern society for the practical knowledge and ability of contemporary college students. The traditional class education mode should now been changed. In English intensive reading class, students show negative participation or even non-participation, so the teacher has become the master of English class teaching. The communication between students and teachers in speech, behavior and emotion is not ideal, therefore, on the basis of the inability to interact, teaching becomes more boring, students are more reluctant to participate in it. To solve this problem, the author tries to analyze the internal factors that influence students’ effective participation in intensive reading class, and external factors affecting students’ effectiveness. The effective participation strategies are put forward.
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Phindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.

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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students’ motivation, preparation for future learning tasks, and evaluation of study progress. The data obtained also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessments and research papers were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in the assessment preferences and the learning strategies used by students throughout the years of specialization which might offer lecturers way forward for improving their educational practices.
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Procopio, Luigi, Edoardo Barba, Federico Martelli, and Roberto Navigli. "MultiMirror: Neural Cross-lingual Word Alignment for Multilingual Word Sense Disambiguation." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/539.

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Word Sense Disambiguation (WSD), i.e., the task of assigning senses to words in context, has seen a surge of interest with the advent of neural models and a considerable increase in performance up to 80% F1 in English. However, when considering other languages, the availability of training data is limited, which hampers scaling WSD to many languages. To address this issue, we put forward MultiMirror, a sense projection approach for multilingual WSD based on a novel neural discriminative model for word alignment: given as input a pair of parallel sentences, our model -- trained with a low number of instances -- is capable of jointly aligning, at the same time, all source and target tokens with each other, surpassing its competitors across several language combinations. We demonstrate that projecting senses from English by leveraging the alignments produced by our model leads a simple mBERT-powered classifier to achieve a new state of the art on established WSD datasets in French, German, Italian, Spanish and Japanese. We release our software and all our datasets at https://github.com/SapienzaNLP/multimirror.
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Tat, Cristina, and Sean Eric Kil Patrick Gay. "Social and Academic Impacts of CoViD19 - related Emergency Remote Teaching on Japanese University Students." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.009.

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ABSTRACT This study will detail how a university in Western Japan has implemented its English for Academic Purposes (EAP) program during the onset of CoViD-19. In the spring semester of 2020, after a 2 week delay, all courses within the school’s EAP program The course coordinators were tasked with consolidating the materials originally designed for face-to-face,14 week courses, for a 12 week asynchronous online semester, and with uploading the modified course materials to the university’s Learning Management System (LMS). Twenty one students participated in semi-open interviews to determine the social and academic impacts of this CoViD-19 Emergency Remote Teaching (ERT) approach. The lessons learned from this experience will be discussed in terms of future curriculum design and implementation in a post-CoViD world. There are a wide variety of lessons that were salient. The role of the classroom as a social institution was very prominent; however, online asynchronous format. awareness of cognitive burdens and strategies to mitigate them may be more valuable for teachers. The lessons learned during this period of ERT can help teachers moving forward. were offered in an Keywords— asynchronous online learning, emergency remote teaching (ERT), online curriculum design, CoViD19
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Zhang, Wentai, Jonelle Z. Yu, Fangcheng Zhu, Yifang Zhu, Nurcan Gecer Ulu, Batuhan Arisoy, and Levent Burak Kara. "High Degree of Freedom Hand Pose Tracking Using Limited Strain Sensing and Optical Training." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85870.

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The ability to track human operators’ hand usage when working in production plants and factories is critically important for developing realistic digital factory simulators as well as manufacturing process control. We propose an instrumented glove with only a few strain gauge sensors and a micro-controller that continuously tracks and records the hand configuration during actual use. At the heart of our approach is a trainable system that can predict the fourteen joint angles in the hand using only a small set of strain sensors. First, ten strain gauges are placed at the various joints in the hand to optimize the sensor layout using the English letters in the American Sign Language as a benchmark for assessment. Next, the best sensor configurations for three through ten strain gauges are computed using a support vector machine classifier. Following the layout optimization, our approach learns a mapping between the sensor readouts to the actual joint angles optically captured using a Leap Motion system. Three regression methods including linear, quadratic and neural regression are then used to train the mapping between the strain gauge data and the corresponding joint angles. The final proposed model involves four strain gauges mapped to the fourteen joint angles using a two-layer feed-forward neural network.
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Muniz, Débora de Moura, Vitória de Ataide Caliari, Ana Elisa Chaves de Vasconcelos, Matheus Duarte Rodrigues, and Fabíola Lys de Medeiros. "Gait disorders in the Autism Spectrum Disorder (ASD): an integrative review." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.664.

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Introduction: Human gait is defined by the sequence of repetitive movements of the lower limbs that leads the body forward, providing postural stability. In Austist Spectrum Disorder (ASD), in addition to social and linguistic impairment, this movement dynamic may be altered. Objectives: To characterize gait changes in individuals with ASD. Design and setting: Integrative review of the literature, University of Pernambuco, Recife. Methods: We reviewed articles indexed in the databases: MEDLINE/Pubmed, SciELO and Google Scholar. The descriptors “Autism Spectrum Disorder” and “Gait Disorders, Neurologic” were used, according to DeCS / MeSH. Articles in Portuguese and English that contemplated the objectives of the review, published between 2011-2021 were selected. Results: 13 articles were included. It was shown that children with ASD, compared to neurotypical (NT), showed atypical gait, using different strategies to load the body and mitigate the impact of movement. Alterations included: toe walking; increased hip flexion and stance phase; greater pelvic anteversion; reduced gait speed; shorter steps; greater asymmetry; difficulties walking in a straight line; less distribution of plantar pressure and wide-based gait. They also have greater variability in joint movement. Finally, we noticed that there is a scarcity of clinical studies that analyze biomechanical and neurophysiological data together, and a lack of uniformity in the methodological criteria.
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