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A review of language regression in autism spectrum disorder and the role of language theories: Towards explanation / Kaitlyn A. CLARKE in Autism & Developmental Language Impairments, 4 (January-December 2019)
[article]
Titre : A review of language regression in autism spectrum disorder and the role of language theories: Towards explanation Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlyn A. CLARKE, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders communication and language language impairment/disorder regression language theory Index. décimale : PER Périodiques Résumé : Background & aims: The purpose of this study is to summarize characteristics of language regression—a phenomenon most commonly associated with autism spectrum disorder, outline language theories of early word learning, and use them to propose theoretical bases to language regression. Method: Using a systematic review of the current literature in language regression and a purposive sampling of language theories, hypotheses for the cause of language regression are discussed. Results: The following hypotheses were developed based on the reviewed theories of word learning: (a) Initial first words were not true words, but instead were protowords; (b) fast mapped forms never progressed to truly learned words; (c) initial first words were echoed productions of heard words; (d) the described regression is actually a maintenance of previous developmental levels with increasing chronological age. Conclusions: It is possible that individuals with autism spectrum disorder are not “losing” words, but instead are not progressing in their ability to learn and use new words. Early word learning in typically developing children is seemingly similar to early development in individuals with autism spectrum disorder; however, the ability to expand from early “intermediate words” to expansive vocabularies, word combinations, and morphological variations is impeded. Clinical implications for evaluation of word “loss” and treatments are discussed. En ligne : https://doi.org/10.1177/2396941519889227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] A review of language regression in autism spectrum disorder and the role of language theories: Towards explanation [Texte imprimé et/ou numérique] / Kaitlyn A. CLARKE, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Mots-clés : Autism spectrum disorders communication and language language impairment/disorder regression language theory Index. décimale : PER Périodiques Résumé : Background & aims: The purpose of this study is to summarize characteristics of language regression—a phenomenon most commonly associated with autism spectrum disorder, outline language theories of early word learning, and use them to propose theoretical bases to language regression. Method: Using a systematic review of the current literature in language regression and a purposive sampling of language theories, hypotheses for the cause of language regression are discussed. Results: The following hypotheses were developed based on the reviewed theories of word learning: (a) Initial first words were not true words, but instead were protowords; (b) fast mapped forms never progressed to truly learned words; (c) initial first words were echoed productions of heard words; (d) the described regression is actually a maintenance of previous developmental levels with increasing chronological age. Conclusions: It is possible that individuals with autism spectrum disorder are not “losing” words, but instead are not progressing in their ability to learn and use new words. Early word learning in typically developing children is seemingly similar to early development in individuals with autism spectrum disorder; however, the ability to expand from early “intermediate words” to expansive vocabularies, word combinations, and morphological variations is impeded. Clinical implications for evaluation of word “loss” and treatments are discussed. En ligne : https://doi.org/10.1177/2396941519889227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder / Lisa CAMPBELL in Autism & Developmental Language Impairments, 4 (January-December 2019)
[article]
Titre : The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lisa CAMPBELL, Auteur ; Hilary NICOLL, Auteur ; Susan H. EBBELS, Auteur Langues : Anglais (eng) Mots-clés : Adolescents developmental language Disorder intervention/therapy language impairment/disorder vocabulary word finding difficulties Index. décimale : PER Périodiques Résumé : Background and aimsLittle evidence exists for the effectiveness of intervention for older adolescents and young adults with language disorders, particularly for those over 16 years. This study involves college-aged students aged 16?19 years with Language Disorder and Word-Finding Difficulties and investigates whether progress in word finding following 1:1 semantic intervention is greater than progress during a baseline period as measured by a standardised test.MethodsTwenty-five college-aged students (20 males and 5 females) with Language Disorder and Word-Finding Difficulties (aged 16;4?18;4 years) participated in a single baseline design study comparing progress on the Test of Adolescent and Adult Word Finding during an intervention period with progress during a baseline period of equal length. Intervention was focused on semantics of different words from those in the Test of Adolescent and Adult Word Finding and was delivered 1:1 by the participants? usual Speech and Language Therapist, 30 minutes per week, for eight weeks.ResultsThe participants made significant progress in raw score on the Test of Adolescent and Adult Word Finding during both the baseline (d=1.4) and intervention (d=2.5) periods, but progress during the intervention period was significantly greater than during the baseline period (d=1.16). Individual data showed reliable change for five participants during the baseline period and for 20 participants during the intervention period. At the start of the study, all participants had standard scores below 85, but after intervention, 10/25 participants scored above 85.ConclusionsFour hours of semantic intervention led to significantly greater gains on a standardised test of word finding than during a baseline period of equal length in 16?19 year olds with Language Disorder and Word-Finding Difficulties. The words in the standardised test had not been included in the intervention, indicating generalised gains.ImplicationsThis study shows that intervention (at least for Word-Finding Difficulties) can be effective for this older age group of college-aged students with Language Disorder and therefore the effectiveness of Speech and Language Therapy services for this age group in a wider range of areas of language should also be investigated. En ligne : https://doi.org/10.1177/2396941519870784 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] The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder [Texte imprimé et/ou numérique] / Lisa CAMPBELL, Auteur ; Hilary NICOLL, Auteur ; Susan H. EBBELS, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Mots-clés : Adolescents developmental language Disorder intervention/therapy language impairment/disorder vocabulary word finding difficulties Index. décimale : PER Périodiques Résumé : Background and aimsLittle evidence exists for the effectiveness of intervention for older adolescents and young adults with language disorders, particularly for those over 16 years. This study involves college-aged students aged 16?19 years with Language Disorder and Word-Finding Difficulties and investigates whether progress in word finding following 1:1 semantic intervention is greater than progress during a baseline period as measured by a standardised test.MethodsTwenty-five college-aged students (20 males and 5 females) with Language Disorder and Word-Finding Difficulties (aged 16;4?18;4 years) participated in a single baseline design study comparing progress on the Test of Adolescent and Adult Word Finding during an intervention period with progress during a baseline period of equal length. Intervention was focused on semantics of different words from those in the Test of Adolescent and Adult Word Finding and was delivered 1:1 by the participants? usual Speech and Language Therapist, 30 minutes per week, for eight weeks.ResultsThe participants made significant progress in raw score on the Test of Adolescent and Adult Word Finding during both the baseline (d=1.4) and intervention (d=2.5) periods, but progress during the intervention period was significantly greater than during the baseline period (d=1.16). Individual data showed reliable change for five participants during the baseline period and for 20 participants during the intervention period. At the start of the study, all participants had standard scores below 85, but after intervention, 10/25 participants scored above 85.ConclusionsFour hours of semantic intervention led to significantly greater gains on a standardised test of word finding than during a baseline period of equal length in 16?19 year olds with Language Disorder and Word-Finding Difficulties. The words in the standardised test had not been included in the intervention, indicating generalised gains.ImplicationsThis study shows that intervention (at least for Word-Finding Difficulties) can be effective for this older age group of college-aged students with Language Disorder and therefore the effectiveness of Speech and Language Therapy services for this age group in a wider range of areas of language should also be investigated. En ligne : https://doi.org/10.1177/2396941519870784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 Speaking like a scientist: A multiple case study on sketch and speak intervention to improve expository discourse / Amy K. PETERSON in Autism & Developmental Language Impairments, 6 (January-December 2021)
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Titre : Speaking like a scientist: A multiple case study on sketch and speak intervention to improve expository discourse Type de document : Texte imprimé et/ou numérique Auteurs : Amy K. PETERSON, Auteur ; Teresa A. UKRAINETZ, Auteur ; RJ RISUEÑO, Auteur Article en page(s) : 2396941521998604 Langues : Anglais (eng) Mots-clés : Language impairment/disorder school-age children learning difficulties literacy speech and language therapy Index. décimale : PER Périodiques Résumé : PurposeThis descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders.MethodTwo 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist. Students learned to take written and pictographic notes from expository texts and use verbal formulation and rehearsal of individual sentences and whole reports in varied learning contexts. To explore both emergent and independent accomplishments, performance was examined in final intervention session presentations and pre/post intervention testing.ResultsFollowing the intervention, all three students effectively used notes and verbal rehearsal to prepare and present fluent, organized, accurate, confident oral reports to an audience. From pre- to post-test, the students showed a range of improvements in the quality of notes, use of verbal rehearsal, holistic quality of oral and written reporting, and strategy awareness.ConclusionsSketch and Speak shows potential as an expository intervention for students who struggle with academic language learning. The results support further examination of this intervention for supported strategy use by younger students and independent use by older students. En ligne : http://dx.doi.org/10.1177/2396941521998604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521998604[article] Speaking like a scientist: A multiple case study on sketch and speak intervention to improve expository discourse [Texte imprimé et/ou numérique] / Amy K. PETERSON, Auteur ; Teresa A. UKRAINETZ, Auteur ; RJ RISUEÑO, Auteur . - 2396941521998604.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521998604
Mots-clés : Language impairment/disorder school-age children learning difficulties literacy speech and language therapy Index. décimale : PER Périodiques Résumé : PurposeThis descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders.MethodTwo 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist. Students learned to take written and pictographic notes from expository texts and use verbal formulation and rehearsal of individual sentences and whole reports in varied learning contexts. To explore both emergent and independent accomplishments, performance was examined in final intervention session presentations and pre/post intervention testing.ResultsFollowing the intervention, all three students effectively used notes and verbal rehearsal to prepare and present fluent, organized, accurate, confident oral reports to an audience. From pre- to post-test, the students showed a range of improvements in the quality of notes, use of verbal rehearsal, holistic quality of oral and written reporting, and strategy awareness.ConclusionsSketch and Speak shows potential as an expository intervention for students who struggle with academic language learning. The results support further examination of this intervention for supported strategy use by younger students and independent use by older students. En ligne : http://dx.doi.org/10.1177/2396941521998604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459