923 recherche sur le mot-clé 'Language'

Language Abilities of Russian Primary-School-Aged Children with Autism Spectrum Disorder: Evidence from Comprehensive Assessment / Vardan ARUTIUNIAN in Journal of Autism and Developmental Disorders, 52-2 (February 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.584-599 Titre : Language Abilities of Russian Primary-School-Aged Children with Autism Spectrum Disorder: Evidence from Comprehensive Assessment Type de document : texte imprimé Auteurs : Vardan ARUTIUNIAN, Auteur ; Anastasiya LOPUKHINA, Auteur ; Alina MINNIGULOVA, Auteur ; Anastasia SHLYAKHOVA, Auteur ; Elizaveta DAVYDOVA, Auteur ; Darya PEREVERZEVA, Auteur ; Alexander SOROKIN, Auteur ; Svetlana TYUSHKEVICH, Auteur ; Uliana MAMOKHINA, Auteur ; Kamilla DANILINA, Auteur ; Olga DRAGOY, Auteur Article en page(s) : p.584-599 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Child  Humans  Language  Language Development Disorders/diagnosis  Language Tests  Schools  Autism Spectrum Disorder  Language abilities  Language comprehension  Language production  Russian Index. décimale : PER Périodiques Résumé : The purpose of the present research was to comprehensively assess the language abilities of Russian primary-school-aged children with Autism Spectrum Disorder (ASD), varying in non-verbal IQ, at all linguistic levels (phonology, lexicon, morphosyntax, and discourse) in production and comprehension. Yet, the influence of such non-language factors as children's age, the severity of autistic traits, and non-verbal IQ on language functioning was studied. Our results indicate a high variability of language skills in children with ASD (from normal to impaired) which is in line with the previous studies. Interestingly, the number of children with normal language abilities was related to the linguistic levels: according to more complex morphosyntax and discourse tests, fewer children with ASD were within the normal range unlike the results in simpler phonological and lexical tests. Importantly, we found that language abilities were best predicted by non-verbal IQ but were independent from age and the severity of autistic traits. The findings support the claim that formal language assessment of children with ASD needs to include all linguistic levels, from phonology to discourse, for helping speech-language therapists to choose an appropriate therapy target. En ligne : http://dx.doi.org/10.1007/s10803-021-04967-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Language Abilities of Russian Primary-School-Aged Children with Autism Spectrum Disorder: Evidence from Comprehensive Assessment [texte imprimé] / Vardan ARUTIUNIAN, Auteur ; Anastasiya LOPUKHINA, Auteur ; Alina MINNIGULOVA, Auteur ; Anastasia SHLYAKHOVA, Auteur ; Elizaveta DAVYDOVA, Auteur ; Darya PEREVERZEVA, Auteur ; Alexander SOROKIN, Auteur ; Svetlana TYUSHKEVICH, Auteur ; Uliana MAMOKHINA, Auteur ; Kamilla DANILINA, Auteur ; Olga DRAGOY, Auteur . - p.584-599. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.584-599 Mots-clés : Autism Spectrum Disorder/diagnosis  Child  Humans  Language  Language Development Disorders/diagnosis  Language Tests  Schools  Autism Spectrum Disorder  Language abilities  Language comprehension  Language production  Russian Index. décimale : PER Périodiques Résumé : The purpose of the present research was to comprehensively assess the language abilities of Russian primary-school-aged children with Autism Spectrum Disorder (ASD), varying in non-verbal IQ, at all linguistic levels (phonology, lexicon, morphosyntax, and discourse) in production and comprehension. Yet, the influence of such non-language factors as children's age, the severity of autistic traits, and non-verbal IQ on language functioning was studied. Our results indicate a high variability of language skills in children with ASD (from normal to impaired) which is in line with the previous studies. Interestingly, the number of children with normal language abilities was related to the linguistic levels: according to more complex morphosyntax and discourse tests, fewer children with ASD were within the normal range unlike the results in simpler phonological and lexical tests. Importantly, we found that language abilities were best predicted by non-verbal IQ but were independent from age and the severity of autistic traits. The findings support the claim that formal language assessment of children with ASD needs to include all linguistic levels, from phonology to discourse, for helping speech-language therapists to choose an appropriate therapy target. En ligne : http://dx.doi.org/10.1007/s10803-021-04967-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Children with ASD and Communication Regression: Examining Pre-Loss Skills and Later Language Outcomes Through the Preschool Years / Kathryn E. PRESCOTT in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1956-1970 Titre : Children with ASD and Communication Regression: Examining Pre-Loss Skills and Later Language Outcomes Through the Preschool Years Type de document : texte imprimé Auteurs : Kathryn E. PRESCOTT, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.1956-1970 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/complications  Child  Child, Preschool  Humans  Language  Language Development  Language Development Disorders/complications/diagnosis  Schools  Autism spectrum disorder  Preschool children  Regression  conflicts of interest to declare. Index. décimale : PER Périodiques Résumé : This study investigated receptive and expressive language outcomes in children with autism spectrum disorder (ASD) with and without a history of language/communication regression, employing three progressively less stringent definitions of regression. Data were derived from a large, longitudinal sample of children with ASD in which regression was assessed at approximately 30 months. Results indicated poorer receptive language and larger discrepancies between receptive and expressive language in the regression group than the group without regression at 44 months but not 66 months. Number of words used before loss predicted receptive language at 44 months. Overall, results suggest that a regression profile in ASD is associated with modest and transient impacts on language outcomes that are no longer discernable at school entry. En ligne : http://dx.doi.org/10.1007/s10803-021-05098-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Children with ASD and Communication Regression: Examining Pre-Loss Skills and Later Language Outcomes Through the Preschool Years [texte imprimé] / Kathryn E. PRESCOTT, Auteur ; Susan ELLIS WEISMER, Auteur . - p.1956-1970. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1956-1970 Mots-clés : Autism Spectrum Disorder/complications  Child  Child, Preschool  Humans  Language  Language Development  Language Development Disorders/complications/diagnosis  Schools  Autism spectrum disorder  Preschool children  Regression  conflicts of interest to declare. Index. décimale : PER Périodiques Résumé : This study investigated receptive and expressive language outcomes in children with autism spectrum disorder (ASD) with and without a history of language/communication regression, employing three progressively less stringent definitions of regression. Data were derived from a large, longitudinal sample of children with ASD in which regression was assessed at approximately 30 months. Results indicated poorer receptive language and larger discrepancies between receptive and expressive language in the regression group than the group without regression at 44 months but not 66 months. Number of words used before loss predicted receptive language at 44 months. Overall, results suggest that a regression profile in ASD is associated with modest and transient impacts on language outcomes that are no longer discernable at school entry. En ligne : http://dx.doi.org/10.1007/s10803-021-05098-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders / Kay H.Y. WONG in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3825-3839 Titre : Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders Type de document : texte imprimé Auteurs : Kay H.Y. WONG, Auteur ; Kathy Y.S. LEE, Auteur ; Sharon C.Y. TSZE, Auteur ; Wilson S. YU, Auteur ; Iris H.Y. NG, Auteur ; Michael C.F. TONG, Auteur ; Thomas LAW, Auteur Article en page(s) : p.3825-3839 Langues : Anglais (eng) Mots-clés : Aptitude  Autism Spectrum Disorder  Child  Child, Preschool  Humans  Language  Language Development Disorders/diagnosis  Autism spectrum disorder  Direct assessment  Early pragmatics  Language impairment Index. décimale : PER Périodiques Résumé : This study examined the early pragmatic language skills in typically developing (TD) preschool-age children, children with language impairment (LI) and children with autism spectrum disorder (ASD). Two hundred and sixty-two TD children, 73 children with LI, and 16 children with ASD were compared on early pragmatics through direct assessment (DA). Post hoc analysis revealed that children in two clinical groups displayed significant pragmatic language deficits. Children in the ASD group who were older exhibited comparable degree of impairments as their LI peers, suggesting a relatively stagnant development of pragmatic language skills in children with ASD. Findings also supported the use of DA in identifying pragmatic language deficits, which have implications for the adoption of this assessment approach in clinical settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05261-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders [texte imprimé] / Kay H.Y. WONG, Auteur ; Kathy Y.S. LEE, Auteur ; Sharon C.Y. TSZE, Auteur ; Wilson S. YU, Auteur ; Iris H.Y. NG, Auteur ; Michael C.F. TONG, Auteur ; Thomas LAW, Auteur . - p.3825-3839. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3825-3839 Mots-clés : Aptitude  Autism Spectrum Disorder  Child  Child, Preschool  Humans  Language  Language Development Disorders/diagnosis  Autism spectrum disorder  Direct assessment  Early pragmatics  Language impairment Index. décimale : PER Périodiques Résumé : This study examined the early pragmatic language skills in typically developing (TD) preschool-age children, children with language impairment (LI) and children with autism spectrum disorder (ASD). Two hundred and sixty-two TD children, 73 children with LI, and 16 children with ASD were compared on early pragmatics through direct assessment (DA). Post hoc analysis revealed that children in two clinical groups displayed significant pragmatic language deficits. Children in the ASD group who were older exhibited comparable degree of impairments as their LI peers, suggesting a relatively stagnant development of pragmatic language skills in children with ASD. Findings also supported the use of DA in identifying pragmatic language deficits, which have implications for the adoption of this assessment approach in clinical settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05261-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder / Courtney E. VENKER in Autism Research, 14-6 (June 2021)  

Public ISBD [article]  inAutism Research > 14-6 (June 2021) . - p.1147-1162 Titre : Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Courtney E. VENKER, Auteur ; Janine MATHÉE, Auteur ; Dominik NEUMANN, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.1147-1162 Langues : Anglais (eng) Mots-clés : Aptitude  Autism Spectrum Disorder  Child  Child, Preschool  Humans  Infant  Language  Learning  Linguistics  attention  child  cues  information seeking behavior  language  language development Index. décimale : PER Périodiques Résumé : Differences in visual attention have long been recognized as a central characteristic of autism spectrum disorder (ASD). Regardless of social content, children with ASD show a strong preference for perceptual salience-how interesting (i.e., striking) certain stimuli are, based on their visual properties (e.g., color, geometric patterning). However, we do not know the extent to which attentional allocation preferences for perceptual salience persist when they compete with top-down, linguistic information. This study examined the impact of competing perceptual salience on visual word recognition in 17 children with ASD (mean age 31 months) and 17 children with typical development (mean age 20 months) matched on receptive language skills. A word recognition task presented two images on a screen, one of which was named (e.g., Find the bowl!). On Neutral trials, both images had high salience (i.e., were colorful and had geometric patterning). On Competing trials, the distracter image had high salience but the target image had low salience, creating competition between bottom-up (i.e., salience-driven) and top-down (i.e., language-driven) processes. Though both groups of children showed word recognition in an absolute sense, competing perceptual salience significantly decreased attention to the target only in the children with ASD. These findings indicate that perceptual properties of objects can disrupt attention to relevant information in children with ASD, which has implications for supporting their language development. Findings also demonstrate that perceptual salience affects attentional allocation preferences in children with ASD, even in the absence of social stimuli. LAY SUMMARY: This study found that visually striking objects distract young children with autism spectrum disorder (ASD) from looking at relevant (but less striking) objects named by an adult. Language-matched, younger children with typical development were not significantly affected by this visual distraction. Though visual distraction could have cascading negative effects on language development in children with ASD, learning opportunities that build on children's focus of attention are likely to support positive outcomes. En ligne : http://dx.doi.org/10.1002/aur.2457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder [texte imprimé] / Courtney E. VENKER, Auteur ; Janine MATHÉE, Auteur ; Dominik NEUMANN, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur . - p.1147-1162. Langues : Anglais (eng) in Autism Research > 14-6 (June 2021) . - p.1147-1162 Mots-clés : Aptitude  Autism Spectrum Disorder  Child  Child, Preschool  Humans  Infant  Language  Learning  Linguistics  attention  child  cues  information seeking behavior  language  language development Index. décimale : PER Périodiques Résumé : Differences in visual attention have long been recognized as a central characteristic of autism spectrum disorder (ASD). Regardless of social content, children with ASD show a strong preference for perceptual salience-how interesting (i.e., striking) certain stimuli are, based on their visual properties (e.g., color, geometric patterning). However, we do not know the extent to which attentional allocation preferences for perceptual salience persist when they compete with top-down, linguistic information. This study examined the impact of competing perceptual salience on visual word recognition in 17 children with ASD (mean age 31 months) and 17 children with typical development (mean age 20 months) matched on receptive language skills. A word recognition task presented two images on a screen, one of which was named (e.g., Find the bowl!). On Neutral trials, both images had high salience (i.e., were colorful and had geometric patterning). On Competing trials, the distracter image had high salience but the target image had low salience, creating competition between bottom-up (i.e., salience-driven) and top-down (i.e., language-driven) processes. Though both groups of children showed word recognition in an absolute sense, competing perceptual salience significantly decreased attention to the target only in the children with ASD. These findings indicate that perceptual properties of objects can disrupt attention to relevant information in children with ASD, which has implications for supporting their language development. Findings also demonstrate that perceptual salience affects attentional allocation preferences in children with ASD, even in the absence of social stimuli. LAY SUMMARY: This study found that visually striking objects distract young children with autism spectrum disorder (ASD) from looking at relevant (but less striking) objects named by an adult. Language-matched, younger children with typical development were not significantly affected by this visual distraction. Though visual distraction could have cascading negative effects on language development in children with ASD, learning opportunities that build on children's focus of attention are likely to support positive outcomes. En ligne : http://dx.doi.org/10.1002/aur.2457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial / Gillian WEST in Journal of Child Psychology and Psychiatry, 62-12 (December 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434 Titre : Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial Type de document : texte imprimé Auteurs : Gillian WEST, Auteur ; Margaret J. SNOWLING, Auteur ; A. LERVAG, Auteur ; Elizabeth BUCHANAN-WORSTER, Auteur ; Mihaela DUTA, Auteur ; Alexandra HALL, Auteur ; Henrietta MCLACHLAN, Auteur ; Charles HULME, Auteur Article en page(s) : p.1425-1434 Langues : Anglais (eng) Mots-clés : Child  Early Intervention, Educational  Humans  Language  Language Development Disorders  Language Tests  Schools  Rct  education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N = 5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d = .26) and on the school-administered automated assessment of receptive and expressive language skills (d = .32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial [texte imprimé] / Gillian WEST, Auteur ; Margaret J. SNOWLING, Auteur ; A. LERVAG, Auteur ; Elizabeth BUCHANAN-WORSTER, Auteur ; Mihaela DUTA, Auteur ; Alexandra HALL, Auteur ; Henrietta MCLACHLAN, Auteur ; Charles HULME, Auteur . - p.1425-1434. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434 Mots-clés : Child  Early Intervention, Educational  Humans  Language  Language Development Disorders  Language Tests  Schools  Rct  education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N = 5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d = .26) and on the school-administered automated assessment of receptive and expressive language skills (d = .32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Expressive language development in adolescents with Down syndrome and fragile X syndrome: change over time and the role of family-related factors / Laura DEL HOYO SORIANO in Journal of Neurodevelopmental Disorders, 12 (2020)  

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A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism / Regina M. FASANO in Autism Research, 14-8 (August 2021)  

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Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism / Emily J. ROEMER in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

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Language growth in verbal autistic children from 5 to 11?years / Amanda BRIGNELL in Autism Research, 17-10 (October 2024)  

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Prediction efficiency and incremental processing strategy during spoken language comprehension in autistic children: an eye-tracking study / Zihui HUA in Molecular Autism, 16 (2025)  

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