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Auteur Clara PERSSON |
Documents disponibles écrits par cet auteur (1)
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Children with autism spectrum disorders who do not develop phrase speech in the preschool years / Fritjof NORRELGEN in Autism, 19-8 (November 2015)
[article]
Titre : Children with autism spectrum disorders who do not develop phrase speech in the preschool years Type de document : Texte imprimé et/ou numérique Auteurs : Fritjof NORRELGEN, Auteur ; Elisabeth FERNELL, Auteur ; Mats ERIKSSON, Auteur ; Asa HEDVALL, Auteur ; Clara PERSSON, Auteur ; Maria SJÖLIN, Auteur ; Christopher GILLBERG, Auteur ; Liselotte KJELLMER, Auteur Article en page(s) : p.934-943 Langues : Anglais (eng) Mots-clés : autism intellectual disability minimally verbal nonverbal preschool Vineland Index. décimale : PER Périodiques Résumé : There is uncertainty about the proportion of children with autism spectrum disorders who do not develop phrase speech during the preschool years. The main purpose of this study was to examine this ratio in a population-based community sample of children. The cohort consisted of 165 children (141 boys, 24 girls) with autism spectrum disorders aged 4–6?years followed longitudinally over 2?years during which time they had received intervention at a specialized autism center. In this study, data collected at the 2-year follow-up were used. Three categories of expressive language were defined: nonverbal, minimally verbal, and phrase speech. Data from the Vineland Adaptive Behavior Scales-II were used to classify expressive language. A secondary objective of the study was to analyze factors that might be linked to verbal ability, namely, child age, cognitive level, autism subtype and severity of core autism symptoms, developmental regression, epilepsy or other medical conditions, and intensity of intervention. The proportion of children who met the criteria for nonverbal, minimally verbal, and phrase speech were 15%, 10%, and 75%, respectively. The single most important factor linked to expressive language was the child’s cognitive level, and all children classified as being nonverbal or minimally verbal had intellectual disability. En ligne : http://dx.doi.org/10.1177/1362361314556782 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269
in Autism > 19-8 (November 2015) . - p.934-943[article] Children with autism spectrum disorders who do not develop phrase speech in the preschool years [Texte imprimé et/ou numérique] / Fritjof NORRELGEN, Auteur ; Elisabeth FERNELL, Auteur ; Mats ERIKSSON, Auteur ; Asa HEDVALL, Auteur ; Clara PERSSON, Auteur ; Maria SJÖLIN, Auteur ; Christopher GILLBERG, Auteur ; Liselotte KJELLMER, Auteur . - p.934-943.
Langues : Anglais (eng)
in Autism > 19-8 (November 2015) . - p.934-943
Mots-clés : autism intellectual disability minimally verbal nonverbal preschool Vineland Index. décimale : PER Périodiques Résumé : There is uncertainty about the proportion of children with autism spectrum disorders who do not develop phrase speech during the preschool years. The main purpose of this study was to examine this ratio in a population-based community sample of children. The cohort consisted of 165 children (141 boys, 24 girls) with autism spectrum disorders aged 4–6?years followed longitudinally over 2?years during which time they had received intervention at a specialized autism center. In this study, data collected at the 2-year follow-up were used. Three categories of expressive language were defined: nonverbal, minimally verbal, and phrase speech. Data from the Vineland Adaptive Behavior Scales-II were used to classify expressive language. A secondary objective of the study was to analyze factors that might be linked to verbal ability, namely, child age, cognitive level, autism subtype and severity of core autism symptoms, developmental regression, epilepsy or other medical conditions, and intensity of intervention. The proportion of children who met the criteria for nonverbal, minimally verbal, and phrase speech were 15%, 10%, and 75%, respectively. The single most important factor linked to expressive language was the child’s cognitive level, and all children classified as being nonverbal or minimally verbal had intellectual disability. En ligne : http://dx.doi.org/10.1177/1362361314556782 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269