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Early language milestones predict later language, but not autism symptoms in higher functioning children with autism spectrum disorders / Lauren E. KENWORTHY in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Early language milestones predict later language, but not autism symptoms in higher functioning children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lauren E. KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Kelly POWELL, Auteur ; Cheryl ANSELMO, Auteur ; Alex MARTIN, Auteur ; David O. BLACK, Auteur Année de publication : 2012 Article en page(s) : p.1194-1202 Langues : Anglais (eng) Mots-clés : Autistic disorder Outcome studies Language Communication Milestones Index. décimale : PER Périodiques Résumé : Language ability is a known predictor of outcome in children with autism but plays a more controversial role for higher functioning children with autism spectrum disorders (ASD). We studied the relationship between early language milestones and later structural language, adaptive functioning and autism symptoms in a sample of 76 children (mean age = 9.1 years) with an ASD, using two different language milestones: first phrase by 24 or 36 months. After controlling for age and nonverbal abilities, retrospectively reported early language milestones were predictive of later structural language abilities, measured by a sentence repetition task, and adaptive communication skills, but not autism symptoms or adaptive social skills. Acquisition of phrase speech by 24 months was sensitive to language and communication impairments in our ASD group, the majority (84%) of which had already acquired phrase speech by 36 months of age. Early available and easily collectable milestone data may be a useful marker of later language performance even in higher functioning, verbal children on the autism spectrum. When a detailed assessment of language is not possible, data on early milestones may be useful for identifying children at-risk in clinical settings and for language phenotyping in the laboratory. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1194-1202[article] Early language milestones predict later language, but not autism symptoms in higher functioning children with autism spectrum disorders [Texte imprimé et/ou numérique] / Lauren E. KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Kelly POWELL, Auteur ; Cheryl ANSELMO, Auteur ; Alex MARTIN, Auteur ; David O. BLACK, Auteur . - 2012 . - p.1194-1202.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1194-1202
Mots-clés : Autistic disorder Outcome studies Language Communication Milestones Index. décimale : PER Périodiques Résumé : Language ability is a known predictor of outcome in children with autism but plays a more controversial role for higher functioning children with autism spectrum disorders (ASD). We studied the relationship between early language milestones and later structural language, adaptive functioning and autism symptoms in a sample of 76 children (mean age = 9.1 years) with an ASD, using two different language milestones: first phrase by 24 or 36 months. After controlling for age and nonverbal abilities, retrospectively reported early language milestones were predictive of later structural language abilities, measured by a sentence repetition task, and adaptive communication skills, but not autism symptoms or adaptive social skills. Acquisition of phrase speech by 24 months was sensitive to language and communication impairments in our ASD group, the majority (84%) of which had already acquired phrase speech by 36 months of age. Early available and easily collectable milestone data may be a useful marker of later language performance even in higher functioning, verbal children on the autism spectrum. When a detailed assessment of language is not possible, data on early milestones may be useful for identifying children at-risk in clinical settings and for language phenotyping in the laboratory. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Early Identification and Connection to Services Among Urban Parents Who Have Low Income and Low-Literacy Skills / Peggy A. GALLAGHER in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)
[article]
Titre : Early Identification and Connection to Services Among Urban Parents Who Have Low Income and Low-Literacy Skills Type de document : Texte imprimé et/ou numérique Auteurs : Peggy A. GALLAGHER, Auteur ; Daphne GREENBERG, Auteur ; Jonathan M. CAMPBELL, Auteur ; Zolinda STONEMAN, Auteur ; Iris Z. FEINBERG, Auteur Article en page(s) : p.97-106 Langues : Anglais (eng) Mots-clés : health literacy child development parenting milestones low literacy Index. décimale : PER Périodiques Résumé : Young children from parents with low income and low-literacy skills are often late in being diagnosed with developmental disabilities. To try to understand this phenomenon, we conducted six focus groups with 17 parents of low income with low-literacy skills living in an urban area who had children between 6 months and 4 years of age. Parents were asked how they access general information about child development and parenting resources. They were also probed about their experiences learning about their specific children’s development. Their feedback was also sought on the Centers for Disease Control and Prevention’s Learn the Signs Act Early materials. Results highlighted the resourcefulness of the parents to find information and the difficulties they had with printed information. Their focus group responses indicate the need for agencies to think more broadly about where to provide information for parents and the need to utilize easy-to-read printed materials. En ligne : http://dx.doi.org/10.1177/1088357618794913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.97-106[article] Early Identification and Connection to Services Among Urban Parents Who Have Low Income and Low-Literacy Skills [Texte imprimé et/ou numérique] / Peggy A. GALLAGHER, Auteur ; Daphne GREENBERG, Auteur ; Jonathan M. CAMPBELL, Auteur ; Zolinda STONEMAN, Auteur ; Iris Z. FEINBERG, Auteur . - p.97-106.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.97-106
Mots-clés : health literacy child development parenting milestones low literacy Index. décimale : PER Périodiques Résumé : Young children from parents with low income and low-literacy skills are often late in being diagnosed with developmental disabilities. To try to understand this phenomenon, we conducted six focus groups with 17 parents of low income with low-literacy skills living in an urban area who had children between 6 months and 4 years of age. Parents were asked how they access general information about child development and parenting resources. They were also probed about their experiences learning about their specific children’s development. Their feedback was also sought on the Centers for Disease Control and Prevention’s Learn the Signs Act Early materials. Results highlighted the resourcefulness of the parents to find information and the difficulties they had with printed information. Their focus group responses indicate the need for agencies to think more broadly about where to provide information for parents and the need to utilize easy-to-read printed materials. En ligne : http://dx.doi.org/10.1177/1088357618794913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397