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Auteur Tessel BOERMA |
Documents disponibles écrits par cet auteur (2)
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Behaviors related to autism spectrum disorder in children with developmental language disorder and children with 22q11.2 deletion syndrome / Tessel BOERMA ; Emma EVERAERT ; Ellen GERRITS ; Michiel HOUBEN ; Frank WIJNEN ; Jacob VORSTMAN in Autism & Developmental Language Impairments, 8 (January-December 2023)
[article]
Titre : Behaviors related to autism spectrum disorder in children with developmental language disorder and children with 22q11.2 deletion syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Tessel BOERMA, Auteur ; Emma EVERAERT, Auteur ; Ellen GERRITS, Auteur ; Michiel HOUBEN, Auteur ; Frank WIJNEN, Auteur ; Jacob VORSTMAN, Auteur Langues : Anglais (eng) Mots-clés : developmental language disorder 22q11.2 deletion syndrome autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and Aim.Children with Developmental Language Disorder (DLD) are at an increased risk to develop behaviors associated with Autism Spectrum Disorder (ASD). The relationship between early language difficulties and the occurrence of ASD-related behaviors in DLD is poorly understood. One factor that may hinder progress in understanding this relationship is the etiological heterogeneity of DLD. We therefore study this relationship in an etiologically homogeneous group of children, who share phenotypic characteristics with children with DLD: children with the 22q11.2 Deletion Syndrome (22q11DS). We compare children with 22q11DS, to children with DLD and age-matched typically developing children (TD).Method44 children with 22q11DS, 65 children with DLD and 81 TD children, between 3.0-6.5 years old, participated in a longitudinal cohort study that included a baseline measure and a follow-up measure with a 1-year interval. A parental questionnaire (SRS-2) was used to measure the incidence of behaviors in two key behavioral domains associated with ASD: Social Communication and Interaction and Restricted Repetitive Behaviors and Interests. At baseline, we assessed children's expressive and receptive language abilities as well as their intellectual functioning with standardized tests. We compared the distribution of ASD-related behaviors between the three groups. We used regression analyses to investigate whether language abilities at baseline predict ASD-related behavior at follow-up, accounting for ASD-related behavior at baseline, demographic variables and intellectual functioning.ResultsBoth the children with 22q11DS and the children with DLD displayed significantly more ASD-related behaviors than the TD children. Over 30% of children in both clinical groups had scores exceeding the subclinical threshold for ASD in both behavioral domains. Both in 22q11DS and DLD, baseline receptive language scores were negatively correlated with ASD-related behaviors 1 year later, when controlling for baseline SRS-scores. However, this association was statistically significant only in children with 22q11DS, even when controlled for IQ-scores, and it was significantly stronger as than in the TD group. The strength of the association did not differ significantly between 22q11DS and DLD.ConclusionBoth children with 22q11DS and children with DLD present with elevated rates of ASD-related behaviors at a preschool-age. Only in children with 22q11DS we observed that weaker receptive language skills were related to increased behavioral problems in the domain of social communication and interaction one year later.ImplicationsOur findings indicate that relations between early language impairment and other behavioral phenotypes may be more feasible to detect in a subgroup of children with a homogeneous etiology, than in a group of children with a heterogeneous etiology (such as children with DLD). Our results in 22q11DS reveal that receptive language is especially important in predicting the occurrence of ASD-related behaviors. Future research is needed to determine to what extent receptive language predicts the occurrence of ASD-related behaviors in children with DLD, especially among those children with DLD with the weakest receptive language. Clinically, screening for ASD-related behaviors in children with developmental language difficulties is recommended from a young age, especially among children with receptive language difficulties. En ligne : https://dx.doi.org/10.1177/23969415231179844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518
in Autism & Developmental Language Impairments > 8 (January-December 2023)[article] Behaviors related to autism spectrum disorder in children with developmental language disorder and children with 22q11.2 deletion syndrome [Texte imprimé et/ou numérique] / Tessel BOERMA, Auteur ; Emma EVERAERT, Auteur ; Ellen GERRITS, Auteur ; Michiel HOUBEN, Auteur ; Frank WIJNEN, Auteur ; Jacob VORSTMAN, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 8 (January-December 2023)
Mots-clés : developmental language disorder 22q11.2 deletion syndrome autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and Aim.Children with Developmental Language Disorder (DLD) are at an increased risk to develop behaviors associated with Autism Spectrum Disorder (ASD). The relationship between early language difficulties and the occurrence of ASD-related behaviors in DLD is poorly understood. One factor that may hinder progress in understanding this relationship is the etiological heterogeneity of DLD. We therefore study this relationship in an etiologically homogeneous group of children, who share phenotypic characteristics with children with DLD: children with the 22q11.2 Deletion Syndrome (22q11DS). We compare children with 22q11DS, to children with DLD and age-matched typically developing children (TD).Method44 children with 22q11DS, 65 children with DLD and 81 TD children, between 3.0-6.5 years old, participated in a longitudinal cohort study that included a baseline measure and a follow-up measure with a 1-year interval. A parental questionnaire (SRS-2) was used to measure the incidence of behaviors in two key behavioral domains associated with ASD: Social Communication and Interaction and Restricted Repetitive Behaviors and Interests. At baseline, we assessed children's expressive and receptive language abilities as well as their intellectual functioning with standardized tests. We compared the distribution of ASD-related behaviors between the three groups. We used regression analyses to investigate whether language abilities at baseline predict ASD-related behavior at follow-up, accounting for ASD-related behavior at baseline, demographic variables and intellectual functioning.ResultsBoth the children with 22q11DS and the children with DLD displayed significantly more ASD-related behaviors than the TD children. Over 30% of children in both clinical groups had scores exceeding the subclinical threshold for ASD in both behavioral domains. Both in 22q11DS and DLD, baseline receptive language scores were negatively correlated with ASD-related behaviors 1 year later, when controlling for baseline SRS-scores. However, this association was statistically significant only in children with 22q11DS, even when controlled for IQ-scores, and it was significantly stronger as than in the TD group. The strength of the association did not differ significantly between 22q11DS and DLD.ConclusionBoth children with 22q11DS and children with DLD present with elevated rates of ASD-related behaviors at a preschool-age. Only in children with 22q11DS we observed that weaker receptive language skills were related to increased behavioral problems in the domain of social communication and interaction one year later.ImplicationsOur findings indicate that relations between early language impairment and other behavioral phenotypes may be more feasible to detect in a subgroup of children with a homogeneous etiology, than in a group of children with a heterogeneous etiology (such as children with DLD). Our results in 22q11DS reveal that receptive language is especially important in predicting the occurrence of ASD-related behaviors. Future research is needed to determine to what extent receptive language predicts the occurrence of ASD-related behaviors in children with DLD, especially among those children with DLD with the weakest receptive language. Clinically, screening for ASD-related behaviors in children with developmental language difficulties is recommended from a young age, especially among children with receptive language difficulties. En ligne : https://dx.doi.org/10.1177/23969415231179844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions / Elma BLOM in Autism & Developmental Language Impairments, 4 (January-December 2019)
[article]
Titre : Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions Type de document : Texte imprimé et/ou numérique Auteurs : Elma BLOM, Auteur ; Tessel BOERMA, Auteur Langues : Anglais (eng) Mots-clés : Bidirectional bootstrapping lexicon-grammar relations nonverbal cognition language impairment cross-lagged analyses Index. décimale : PER Périodiques Résumé : Background and aimsRecent research indicates that children with Developmental Language Disorder (DLD) often also score lower than their peers with typical development (TD) on tasks testing nonverbal executive functioning (EF). This study investigated whether there is evidence that children with DLD use linguistic and EF resources to support their lexical and syntactic development. Three questions were addressed: (1) How do children with DLD develop in the domains of lexicon and syntax, and how does their development compare to TD controls? (2) To what extent do children with DLD show reciprocal relations between lexical and syntactic skills, and how does this compare to TD controls? (3) Is EF ability related to DLD children?s lexical and syntactic skills, and how does this compare to TD controls?MethodsData from 117 children (NDLD=78; NTD=39) were collected three times with yearly intervals. At time 1, the children were 5 or 6 years old. Standardized receptive vocabulary and sentence repetition tests measured lexicon and syntax, respectively. Nonverbal EF tasks tested selective attention, interference control and working memory. Cross-lagged analyses were conducted to determine the direction of relationships.ResultsBoth groups showed stable lexical and syntactic growth. In children with DLD, but not in TD controls, syntactic skills predicted lexical skills. In the DLD group, EF predicted lexical skills. Reversely, in the TD group, lexical skills predicted EF.ConclusionsThe results of this study are consistent with the hypothesis that the lexical development of children with DLD is supported by both their verbal abilities in the domain of syntax and their nonverbal EF abilities.ImplicationsInterventions that improve the syntactic and EF abilities of children with DLD may have spreading effects and positively impact on word learning by children with DLD. En ligne : https://doi.org/10.1177/2396941519863984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions [Texte imprimé et/ou numérique] / Elma BLOM, Auteur ; Tessel BOERMA, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Mots-clés : Bidirectional bootstrapping lexicon-grammar relations nonverbal cognition language impairment cross-lagged analyses Index. décimale : PER Périodiques Résumé : Background and aimsRecent research indicates that children with Developmental Language Disorder (DLD) often also score lower than their peers with typical development (TD) on tasks testing nonverbal executive functioning (EF). This study investigated whether there is evidence that children with DLD use linguistic and EF resources to support their lexical and syntactic development. Three questions were addressed: (1) How do children with DLD develop in the domains of lexicon and syntax, and how does their development compare to TD controls? (2) To what extent do children with DLD show reciprocal relations between lexical and syntactic skills, and how does this compare to TD controls? (3) Is EF ability related to DLD children?s lexical and syntactic skills, and how does this compare to TD controls?MethodsData from 117 children (NDLD=78; NTD=39) were collected three times with yearly intervals. At time 1, the children were 5 or 6 years old. Standardized receptive vocabulary and sentence repetition tests measured lexicon and syntax, respectively. Nonverbal EF tasks tested selective attention, interference control and working memory. Cross-lagged analyses were conducted to determine the direction of relationships.ResultsBoth groups showed stable lexical and syntactic growth. In children with DLD, but not in TD controls, syntactic skills predicted lexical skills. In the DLD group, EF predicted lexical skills. Reversely, in the TD group, lexical skills predicted EF.ConclusionsThe results of this study are consistent with the hypothesis that the lexical development of children with DLD is supported by both their verbal abilities in the domain of syntax and their nonverbal EF abilities.ImplicationsInterventions that improve the syntactic and EF abilities of children with DLD may have spreading effects and positively impact on word learning by children with DLD. En ligne : https://doi.org/10.1177/2396941519863984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409