Behaviour problems in children with language impairment / John VAN DAAL in Journal of Child Psychology and Psychiatry, 48-11 (November 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-11 (November 2007) . - p.1139–1147 Titre : Behaviour problems in children with language impairment Type de document : Texte imprimé et/ou numérique Auteurs : John VAN DAAL, Auteur ; Ludo VERHOEVEN, Auteur ; Hans VAN BALKOM, Auteur Année de publication : 2007 Article en page(s) : p.1139–1147 Langues : Anglais (eng) Mots-clés : Language-impairment child-language-disorders classification behaviour-problems Child-Behaviour-Checklist child-development Index. décimale : PER Périodiques Résumé : Language impairment is often associated with behaviour problems. However, detailed relations between different types of language impairment and specific behaviour problems in children have yet to be demonstrated. The present study attempted to do just this with an eye to the implications to identify foci for early intervention. Methods: The language abilities of 71 five-year-old children with language impairment were assessed via the administration of an extensive battery of language tests. The children's behaviour profile was assessed via administration of the Child Behaviour Checklist. Results: Factor analyses confirmed the presence of four language factors: speech, syntax, semantics and phonology. Forty percent of the children displayed serious significant behaviour problems. The most frequently occurring behaviour problems were: withdrawn behaviour, somatic complaints, thought problems and aggressive behaviour. Behaviour problems were associated with three of the four language factors but not strongly associated with speech problems. Conclusions: Differential relations between specific types of language impairment and specific behaviour problems already exist at a young age. Phonological problems showed broad relations to problem behaviour; semantic language problems were especially related to internalizing behaviour problems. This finding suggests the need for specific therapies for both different types of language problems and different types of behaviour problems. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01790.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Behaviour problems in children with language impairment [Texte imprimé et/ou numérique] / John VAN DAAL, Auteur ; Ludo VERHOEVEN, Auteur ; Hans VAN BALKOM, Auteur . - 2007 . - p.1139–1147. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-11 (November 2007) . - p.1139–1147 Mots-clés : Language-impairment child-language-disorders classification behaviour-problems Child-Behaviour-Checklist child-development Index. décimale : PER Périodiques Résumé : Language impairment is often associated with behaviour problems. However, detailed relations between different types of language impairment and specific behaviour problems in children have yet to be demonstrated. The present study attempted to do just this with an eye to the implications to identify foci for early intervention. Methods: The language abilities of 71 five-year-old children with language impairment were assessed via the administration of an extensive battery of language tests. The children's behaviour profile was assessed via administration of the Child Behaviour Checklist. Results: Factor analyses confirmed the presence of four language factors: speech, syntax, semantics and phonology. Forty percent of the children displayed serious significant behaviour problems. The most frequently occurring behaviour problems were: withdrawn behaviour, somatic complaints, thought problems and aggressive behaviour. Behaviour problems were associated with three of the four language factors but not strongly associated with speech problems. Conclusions: Differential relations between specific types of language impairment and specific behaviour problems already exist at a young age. Phonological problems showed broad relations to problem behaviour; semantic language problems were especially related to internalizing behaviour problems. This finding suggests the need for specific therapies for both different types of language problems and different types of behaviour problems. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01790.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

How Stimulus and Task Complexity Affect Monitoring in High-Functioning Adults with Autism Spectrum Disorder / Sophieke KOOLEN in Journal of Autism and Developmental Disorders, 44-10 (October 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2499-2513 Titre : How Stimulus and Task Complexity Affect Monitoring in High-Functioning Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sophieke KOOLEN, Auteur ; Constance T. W. M. VISSERS, Auteur ; JosI M. EGGER, Auteur ; Ludo VERHOEVEN, Auteur Article en page(s) : p.2499-2513 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Executive function  Monitoring  Task variables Index. décimale : PER Périodiques Résumé : The present study examined whether individuals with autism spectrum disorder (ASD) are able to update and monitor working memory representations of visual input, and whether performance is influenced by stimulus and task complexity. 15 high-functioning adults with ASD and 15 controls were asked to allocate either elements of abstract figures or semantically meaningful pictures to the correct category, according to a certain set of rules. In general, the groups did not differ on measures of intelligence, working memory, attention, fluency and memory. For the monitoring of allocation of abstract figures, a similar pattern of reaction times was found for ASD and control participants. For the monitoring of allocation of semantically meaningful pictures, a different response pattern was found, with a stronger increase in response times for the ASD than for the control group when the number of categories increased. This suggests that participants with ASD are able to monitor working memory representations, but suffer under more complex circumstances. En ligne : http://dx.doi.org/10.1007/s10803-014-2119-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 [article] How Stimulus and Task Complexity Affect Monitoring in High-Functioning Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sophieke KOOLEN, Auteur ; Constance T. W. M. VISSERS, Auteur ; JosI M. EGGER, Auteur ; Ludo VERHOEVEN, Auteur . - p.2499-2513. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2499-2513 Mots-clés : Autism spectrum disorder  Executive function  Monitoring  Task variables Index. décimale : PER Périodiques Résumé : The present study examined whether individuals with autism spectrum disorder (ASD) are able to update and monitor working memory representations of visual input, and whether performance is influenced by stimulus and task complexity. 15 high-functioning adults with ASD and 15 controls were asked to allocate either elements of abstract figures or semantically meaningful pictures to the correct category, according to a certain set of rules. In general, the groups did not differ on measures of intelligence, working memory, attention, fluency and memory. For the monitoring of allocation of abstract figures, a similar pattern of reaction times was found for ASD and control participants. For the monitoring of allocation of semantically meaningful pictures, a different response pattern was found, with a stronger increase in response times for the ASD than for the control group when the number of categories increased. This suggests that participants with ASD are able to monitor working memory representations, but suffer under more complex circumstances. En ligne : http://dx.doi.org/10.1007/s10803-014-2119-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240

Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment / Rianne VERSCHUUR in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.490-505 Titre : Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Ludo VERHOEVEN, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.490-505 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Pivotal response treatment  Staff training  Question-asking Index. décimale : PER Périodiques Résumé : Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children’s language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2966-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment [Texte imprimé et/ou numérique] / Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Ludo VERHOEVEN, Auteur ; Robert DIDDEN, Auteur . - p.490-505. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.490-505 Mots-clés : Autism spectrum disorder  Pivotal response treatment  Staff training  Question-asking Index. décimale : PER Périodiques Résumé : Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children’s language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2966-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

The Interplay Between Attentional Strategies and Language Processing in High-functioning Adults with Autism Spectrum Disorder / Sophieke KOOLEN in Journal of Autism and Developmental Disorders, 42-5 (May 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.805-814 Titre : The Interplay Between Attentional Strategies and Language Processing in High-functioning Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sophieke KOOLEN, Auteur ; Constance T. W. M. VISSERS, Auteur ; Angelique W. C. J. HENDRIKS, Auteur ; Jos EGGER, Auteur ; Ludo VERHOEVEN, Auteur Année de publication : 2012 Article en page(s) : p.805-814 Langues : Anglais (eng) Mots-clés : Autism  Asperger’s disorder  Attention  Language;– Top-down control  Bottom-up processing Index. décimale : PER Périodiques Résumé : This study examined the hypothesis of an atypical interaction between attention and language in ASD. A dual-task experiment with three conditions was designed, in which sentences were presented that contained errors requiring attentional focus either at (a) low level, or (b) high level, or (c) both levels of language. Speed and accuracy for error detection were measured from 16 high-functioning adults with ASD, and 16 matched controls. For controls, there was an attentional cost of dual level processing for low level performance but not for high level performance. For participants with ASD, there was an attentional cost both for low level and for high level performance. These results suggest a compensatory strategic use of attention during language processing in ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1310-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] The Interplay Between Attentional Strategies and Language Processing in High-functioning Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sophieke KOOLEN, Auteur ; Constance T. W. M. VISSERS, Auteur ; Angelique W. C. J. HENDRIKS, Auteur ; Jos EGGER, Auteur ; Ludo VERHOEVEN, Auteur . - 2012 . - p.805-814. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.805-814 Mots-clés : Autism  Asperger’s disorder  Attention  Language;– Top-down control  Bottom-up processing Index. décimale : PER Périodiques Résumé : This study examined the hypothesis of an atypical interaction between attention and language in ASD. A dual-task experiment with three conditions was designed, in which sentences were presented that contained errors requiring attentional focus either at (a) low level, or (b) high level, or (c) both levels of language. Speed and accuracy for error detection were measured from 16 high-functioning adults with ASD, and 16 matched controls. For controls, there was an attentional cost of dual level processing for low level performance but not for high level performance. For participants with ASD, there was an attentional cost both for low level and for high level performance. These results suggest a compensatory strategic use of attention during language processing in ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1310-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Towards a typology of specific language impairment / Marjolijn VAN WEERDENBURG in Journal of Child Psychology and Psychiatry, 47-2 (February 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-2 (February 2006) . - p.176–189 Titre : Towards a typology of specific language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Marjolijn VAN WEERDENBURG, Auteur ; Ludo VERHOEVEN, Auteur ; Hans VAN BALKOM, Auteur Année de publication : 2006 Article en page(s) : p.176–189 Langues : Anglais (eng) Mots-clés : Specific-language-impairment lexical-semantic-abilities auditory-conceptualization verbal-sequential-memory speech-production classification Index. décimale : PER Périodiques Résumé : Background: The population of children with specific language impairments (SLI) is heterogeneous. The present study was conducted to examine this heterogeneity more closely, by identifying and describing subgroups within the population of children with SLI in the Netherlands. Method: A broad battery of language tests and language-related cognitive tests were administered to 147 six-year-old and 136 eight-year-old children with SLI. Results: Factor analyses revealed 4 factors indicating 4 distinctive linguistic domains for both age samples: 1) lexical-semantic abilities, 2) auditory conceptualization, 3) verbal sequential memory and 4) speech production. These empirical findings were further validated by the positive correlations found between the language factors and the judgments of teachers and speech therapists. Finally, a cluster analysis revealed 4 distinct clusters of SLI children for each sample with specific language profiles based on the 4 factors. Results were nearly the same for both age samples. Conclusions: The language problems that emerged from the two samples of children with SLI could be described as falling into four types. Based on these language types, four subgroups of children with SLI could be distinguished, each with a specific profile. Some subgroups had severe problems on one specific type of language problem; others had severe problems in more than one type of language problem when compared to the other subgroups of the same age sample. The different profiles may indicate that a more dynamic approach is needed in intervention, considering the presence of both compensating and restricting factors within each child with SLI. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01454.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=716 [article] Towards a typology of specific language impairment [Texte imprimé et/ou numérique] / Marjolijn VAN WEERDENBURG, Auteur ; Ludo VERHOEVEN, Auteur ; Hans VAN BALKOM, Auteur . - 2006 . - p.176–189. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-2 (February 2006) . - p.176–189 Mots-clés : Specific-language-impairment lexical-semantic-abilities auditory-conceptualization verbal-sequential-memory speech-production classification Index. décimale : PER Périodiques Résumé : Background: The population of children with specific language impairments (SLI) is heterogeneous. The present study was conducted to examine this heterogeneity more closely, by identifying and describing subgroups within the population of children with SLI in the Netherlands. Method: A broad battery of language tests and language-related cognitive tests were administered to 147 six-year-old and 136 eight-year-old children with SLI. Results: Factor analyses revealed 4 factors indicating 4 distinctive linguistic domains for both age samples: 1) lexical-semantic abilities, 2) auditory conceptualization, 3) verbal sequential memory and 4) speech production. These empirical findings were further validated by the positive correlations found between the language factors and the judgments of teachers and speech therapists. Finally, a cluster analysis revealed 4 distinct clusters of SLI children for each sample with specific language profiles based on the 4 factors. Results were nearly the same for both age samples. Conclusions: The language problems that emerged from the two samples of children with SLI could be described as falling into four types. Based on these language types, four subgroups of children with SLI could be distinguished, each with a specific profile. Some subgroups had severe problems on one specific type of language problem; others had severe problems in more than one type of language problem when compared to the other subgroups of the same age sample. The different profiles may indicate that a more dynamic approach is needed in intervention, considering the presence of both compensating and restricting factors within each child with SLI. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01454.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=716

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