Abstractness and continuity in the syntactic development of young children with autism / Letitia R. NAIGLES in Autism Research, 4-6 (December 2011)  

Public ISBD [article]  inAutism Research > 4-6 (December 2011) . - p.422-437 Titre : Abstractness and continuity in the syntactic development of young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Letitia R. NAIGLES, Auteur ; Emma KELTY, Auteur ; Rose JAFFERY, Auteur ; Deborah A. FEIN, Auteur Année de publication : 2012 Article en page(s) : p.422-437 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Grammar is frequently considered to be a strength in the cognitive profile of individuals with autism spectrum disorders (ASDs); however, few studies have investigated how abstract (i.e. distinct from specific lexical items) is the grammatical knowledge of individuals with ASD. In this study, we examine the extent to which children with ASD have abstracted the transitive (SVO) frame in English. Participants in a longitudinal study of language acquisition in children with autism (17 children with ASD averaging 41 months of age, 18 TD children averaging 28 months of age) were taught two novel verbs in transitive sentences and asked (via intermodal preferential looking) whether these verbs mapped onto novel causative vs. noncausative actions. Both groups consistently mapped the verbs onto the causative actions (i.e. they engaged in syntactic bootstrapping). Moreover, the children with ASD's performance on this task was significantly and independently predicted by both vocabulary and sentence-processing measures obtained 8 months earlier. We conclude that many children with ASD are able to generalize grammatical patterns, and this ability may derive from earlier lexical and grammatical knowledge. En ligne : http://dx.doi.org/10.1002/aur.223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Abstractness and continuity in the syntactic development of young children with autism [Texte imprimé et/ou numérique] / Letitia R. NAIGLES, Auteur ; Emma KELTY, Auteur ; Rose JAFFERY, Auteur ; Deborah A. FEIN, Auteur . - 2012 . - p.422-437. Langues : Anglais (eng) in Autism Research > 4-6 (December 2011) . - p.422-437 Index. décimale : PER Périodiques Résumé : Grammar is frequently considered to be a strength in the cognitive profile of individuals with autism spectrum disorders (ASDs); however, few studies have investigated how abstract (i.e. distinct from specific lexical items) is the grammatical knowledge of individuals with ASD. In this study, we examine the extent to which children with ASD have abstracted the transitive (SVO) frame in English. Participants in a longitudinal study of language acquisition in children with autism (17 children with ASD averaging 41 months of age, 18 TD children averaging 28 months of age) were taught two novel verbs in transitive sentences and asked (via intermodal preferential looking) whether these verbs mapped onto novel causative vs. noncausative actions. Both groups consistently mapped the verbs onto the causative actions (i.e. they engaged in syntactic bootstrapping). Moreover, the children with ASD's performance on this task was significantly and independently predicted by both vocabulary and sentence-processing measures obtained 8 months earlier. We conclude that many children with ASD are able to generalize grammatical patterns, and this ability may derive from earlier lexical and grammatical knowledge. En ligne : http://dx.doi.org/10.1002/aur.223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

An in-depth examination of optimal outcome children with a history of autism spectrum disorders / Elizabeth KELLEY in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.526-538 Titre : An in-depth examination of optimal outcome children with a history of autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth KELLEY, Auteur ; Letitia R. NAIGLES, Auteur ; Deborah A. FEIN, Auteur Année de publication : 2010 Article en page(s) : p.526-538 Langues : Anglais (eng) Mots-clés : High-functioning-autism Outcome Adaptive-behavior Optimal-outcome Language Index. décimale : PER Périodiques Résumé : Previous research has suggested that some children with autism spectrum disorders (ASD) may improve to such an extent that they lose their diagnosis, yet little research has examined these ‘optimal outcome’ children in depth. We examined multiple aspects of functioning in a group of 13 optimal outcome (OO) children, matched on age, gender, and non-verbal IQ to a group of typically developing children (N = 14) and a group of high-functioning children with ASD who still retained a diagnosis on the autism spectrum (N = 14). These children were tested on average about eight years after they had been diagnosed (OO = 93 months, HFA = 94 months). Unlike their high-functioning peers with ASD, the OO group's adaptive and problem behavior scores fell within the average range. They also showed average language and communication scores on all language measures. The HFA group, however, continued to show pragmatic, linguistic, social, and behavioral difficulties. The OO children tended to have been diagnosed at younger ages and were significantly more likely to have received intensive early intervention. Although the high-functioning children with ASD continued to show difficulties in the behavioral realm, the individuals in the OO group were functioning within the average range on all measures. Future research should address how this optimal outcome is achieved. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 [article] An in-depth examination of optimal outcome children with a history of autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth KELLEY, Auteur ; Letitia R. NAIGLES, Auteur ; Deborah A. FEIN, Auteur . - 2010 . - p.526-538. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.526-538 Mots-clés : High-functioning-autism Outcome Adaptive-behavior Optimal-outcome Language Index. décimale : PER Périodiques Résumé : Previous research has suggested that some children with autism spectrum disorders (ASD) may improve to such an extent that they lose their diagnosis, yet little research has examined these ‘optimal outcome’ children in depth. We examined multiple aspects of functioning in a group of 13 optimal outcome (OO) children, matched on age, gender, and non-verbal IQ to a group of typically developing children (N = 14) and a group of high-functioning children with ASD who still retained a diagnosis on the autism spectrum (N = 14). These children were tested on average about eight years after they had been diagnosed (OO = 93 months, HFA = 94 months). Unlike their high-functioning peers with ASD, the OO group's adaptive and problem behavior scores fell within the average range. They also showed average language and communication scores on all language measures. The HFA group, however, continued to show pragmatic, linguistic, social, and behavioral difficulties. The OO children tended to have been diagnosed at younger ages and were significantly more likely to have received intensive early intervention. Although the high-functioning children with ASD continued to show difficulties in the behavioral realm, the individuals in the OO group were functioning within the average range on all measures. Future research should address how this optimal outcome is achieved. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100

Category structure and processing in 6-year-old children with autism / Allison BEAN ELLAWADI in Autism Research, 10-2 (February 2017)  

Public ISBD [article]  inAutism Research > 10-2 (February 2017) . - p.327-336 Titre : Category structure and processing in 6-year-old children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Allison BEAN ELLAWADI, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur Article en page(s) : p.327-336 Langues : Anglais (eng) Mots-clés : autism  categorization  language development  children Index. décimale : PER Périodiques Résumé : This study investigated the categorization abilities of 6-year-old children with autism spectrum disorders (ASD) as compared to their peers with typical development (TD) using a category verification task. We examined the impact of stimulus typicality on multiple aspects of real-time performance, including accuracy, reaction time, and performance stability. Both groups were more accurate in identifying typical category members than atypical ones; however, only the ASD group's accuracy was affected by item ordering, indicating less stable performance. Furthermore, category structure was predicted by concurrent language levels in the TD group but by concurrent nonverbal IQ in the ASD group; these latter two findings suggest that children with ASD process categories differently than their peers with TD. En ligne : http://dx.doi.org/10.1002/aur.1652 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Category structure and processing in 6-year-old children with autism [Texte imprimé et/ou numérique] / Allison BEAN ELLAWADI, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur . - p.327-336. Langues : Anglais (eng) in Autism Research > 10-2 (February 2017) . - p.327-336 Mots-clés : autism  categorization  language development  children Index. décimale : PER Périodiques Résumé : This study investigated the categorization abilities of 6-year-old children with autism spectrum disorders (ASD) as compared to their peers with typical development (TD) using a category verification task. We examined the impact of stimulus typicality on multiple aspects of real-time performance, including accuracy, reaction time, and performance stability. Both groups were more accurate in identifying typical category members than atypical ones; however, only the ASD group's accuracy was affected by item ordering, indicating less stable performance. Furthermore, category structure was predicted by concurrent language levels in the TD group but by concurrent nonverbal IQ in the ASD group; these latter two findings suggest that children with ASD process categories differently than their peers with TD. En ligne : http://dx.doi.org/10.1002/aur.1652 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders / Anthony GOODWIN in Autism Research, 5-2 (April 2012)  

Public ISBD [article]  inAutism Research > 5-2 (April 2012) . - p.109-123 Titre : Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Anthony GOODWIN, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur Année de publication : 2012 Article en page(s) : p.109-123 Langues : Anglais (eng) Mots-clés : wh-questions  language  grammar  production  comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) rarely produce wh-questions (e.g. “What hit the book?”) in naturalistic speech. It is unclear if this is due to social–pragmatic difficulties, or if grammatical deficits are also involved. If grammar is impaired, production of wh-questions by rote memorization might precede comprehension of similar forms. In a longitudinal study, 15 children with ASD and 18 initially language-matched typically developing (TD) toddlers were visited in their homes at 4-month intervals across a 3-year period. The wh-question task was presented via intermodal preferential looking. Silent “hitting” events (e.g. an apple hitting a flower) were followed by test trials in which the apple and flower were juxtaposed on the screen. During test trials, subject-wh- and object-wh-question audios were sequentially presented (e.g. “What hit the flower?” or ”What did the apple hit?”). Control audios were also presented (e.g. “Where's the apple/flower?”). Children's eye movements were coded off-line, frame by frame. To show reliable comprehension, children should look longer to the named item (i.e. apple or flower) during the “where” questions but less at the named item during the subject-wh and object-wh-questions. To compare comprehension to production, we coded 30-min spontaneous speech samples drawn from mother–child interactions at each visit. Results indicated that comprehension of subject- and object-wh-questions was delayed in children with ASD compared with age-matched TD children, but not when matched on overall language levels. Additionally, both groups comprehended wh-questions before producing similar forms, indicating that development occurred in a similar manner. This paper discusses the implications of our findings for language acquisition in ASD. En ligne : http://dx.doi.org/10.1002/aur.1220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Anthony GOODWIN, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur . - 2012 . - p.109-123. Langues : Anglais (eng) in Autism Research > 5-2 (April 2012) . - p.109-123 Mots-clés : wh-questions  language  grammar  production  comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) rarely produce wh-questions (e.g. “What hit the book?”) in naturalistic speech. It is unclear if this is due to social–pragmatic difficulties, or if grammatical deficits are also involved. If grammar is impaired, production of wh-questions by rote memorization might precede comprehension of similar forms. In a longitudinal study, 15 children with ASD and 18 initially language-matched typically developing (TD) toddlers were visited in their homes at 4-month intervals across a 3-year period. The wh-question task was presented via intermodal preferential looking. Silent “hitting” events (e.g. an apple hitting a flower) were followed by test trials in which the apple and flower were juxtaposed on the screen. During test trials, subject-wh- and object-wh-question audios were sequentially presented (e.g. “What hit the flower?” or ”What did the apple hit?”). Control audios were also presented (e.g. “Where's the apple/flower?”). Children's eye movements were coded off-line, frame by frame. To show reliable comprehension, children should look longer to the named item (i.e. apple or flower) during the “where” questions but less at the named item during the subject-wh and object-wh-questions. To compare comprehension to production, we coded 30-min spontaneous speech samples drawn from mother–child interactions at each visit. Results indicated that comprehension of subject- and object-wh-questions was delayed in children with ASD compared with age-matched TD children, but not when matched on overall language levels. Additionally, both groups comprehended wh-questions before producing similar forms, indicating that development occurred in a similar manner. This paper discusses the implications of our findings for language acquisition in ASD. En ligne : http://dx.doi.org/10.1002/aur.1220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Do children with autism spectrum disorders show a shape bias in word learning? / Saime TEK in Autism Research, 1-4 (August 2008)  

Public ISBD [article]  inAutism Research > 1-4 (August 2008) . - p.208-222 Titre : Do children with autism spectrum disorders show a shape bias in word learning? Type de document : Texte imprimé et/ou numérique Auteurs : Saime TEK, Auteur ; Gul JAFFERY, Auteur ; Letitia R. NAIGLES, Auteur ; Deborah A. FEIN, Auteur Année de publication : 2008 Article en page(s) : p.208-222 Langues : Anglais (eng) Mots-clés : shape-bias word-learning language development Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) acquire a sizeable lexicon. However, these children also seem to understand and/or store the meanings of words differently from typically developing children. One of the mechanisms that helps typically developing children learn novel words is the shape bias, in which the referent of a noun is mapped onto the shape of an object, rather than onto its color, texture, or size. We hypothesized that children with autistic disorder would show reduced or absent shape bias. Using the intermodal preferential looking paradigm , we compared the performance of young children with ASD and typically developing children (TYP), across four time points, in their use of shape bias. Neither group showed a shape bias at Visit 1, when half of the children in both groups produced fewer than 50 count nouns. Only the TYP group showed a shape bias at Visits 2, 3, and 4. According to the growth curve analyses, the rate of increase in the shape bias scores over time was significant for the TYP children. The fact that the TYP group showed a shape bias at 24 months of age, whereas children with ASD did not demonstrate a shape bias despite a sizeable vocabulary, supports a dissociation between vocabulary size and principles governing acquisition in ASD children from early in language development. En ligne : http://dx.doi.org/10.1002/aur.38 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=932 [article] Do children with autism spectrum disorders show a shape bias in word learning? [Texte imprimé et/ou numérique] / Saime TEK, Auteur ; Gul JAFFERY, Auteur ; Letitia R. NAIGLES, Auteur ; Deborah A. FEIN, Auteur . - 2008 . - p.208-222. Langues : Anglais (eng) in Autism Research > 1-4 (August 2008) . - p.208-222 Mots-clés : shape-bias word-learning language development Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) acquire a sizeable lexicon. However, these children also seem to understand and/or store the meanings of words differently from typically developing children. One of the mechanisms that helps typically developing children learn novel words is the shape bias, in which the referent of a noun is mapped onto the shape of an object, rather than onto its color, texture, or size. We hypothesized that children with autistic disorder would show reduced or absent shape bias. Using the intermodal preferential looking paradigm , we compared the performance of young children with ASD and typically developing children (TYP), across four time points, in their use of shape bias. Neither group showed a shape bias at Visit 1, when half of the children in both groups produced fewer than 50 count nouns. Only the TYP group showed a shape bias at Visits 2, 3, and 4. According to the growth curve analyses, the rate of increase in the shape bias scores over time was significant for the TYP children. The fact that the TYP group showed a shape bias at 24 months of age, whereas children with ASD did not demonstrate a shape bias despite a sizeable vocabulary, supports a dissociation between vocabulary size and principles governing acquisition in ASD children from early in language development. En ligne : http://dx.doi.org/10.1002/aur.38 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=932

Neural correlates of language variability in preschool-aged boys with autism spectrum disorder / Letitia R. NAIGLES in Autism Research, 10-6 (June 2017)  

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Optimal outcome in individuals with a history of autism / Deborah A. FEIN in Journal of Child Psychology and Psychiatry, 54-2 (February 2013)  

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Residual Difficulties with Categorical Induction in Children with a History of Autism / Letitia R. NAIGLES in Journal of Autism and Developmental Disorders, 43-9 (September 2013)  

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“You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development / Letitia R. NAIGLES in Research in Autism Spectrum Disorders, 27 (July 2016)  

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