Acoustic and Perceptual Measurement of Expressive Prosody in High-Functioning Autism: Increased Pitch Range and What it Means to Listeners / Aparna NADIG in Journal of Autism and Developmental Disorders, 42-4 (April 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.499-511 Titre : Acoustic and Perceptual Measurement of Expressive Prosody in High-Functioning Autism: Increased Pitch Range and What it Means to Listeners Type de document : texte imprimé Auteurs : Aparna NADIG, Auteur Année de publication : 2012 Article en page(s) : p.499-511 Langues : Anglais (eng) Mots-clés : High-functioning autism  Expressive prosody  Acoustic measurements  Pitch variability  Perceptual judgments Index. décimale : PER Périodiques Résumé : Are there consistent markers of atypical prosody in speakers with high functioning autism (HFA) compared to typically-developing speakers? We examined: (1) acoustic measurements of pitch range, mean pitch and speech rate in conversation, (2) perceptual ratings of conversation for these features and overall prosody, and (3) acoustic measurements of speech from a structured task. Increased pitch range was found in speakers with HFA during both conversation and structured communication. In global ratings listeners rated speakers with HFA as having atypical prosody. Although the HFA group demonstrated increased acoustic pitch range, listeners did not rate speakers with HFA as having increased pitch variation. We suggest that the quality of pitch variation used by speakers with HFA was non-conventional and thus not registered as such by listeners. En ligne : http://dx.doi.org/10.1007/s10803-011-1264-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Acoustic and Perceptual Measurement of Expressive Prosody in High-Functioning Autism: Increased Pitch Range and What it Means to Listeners [texte imprimé] / Aparna NADIG, Auteur . - 2012 . - p.499-511. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.499-511 Mots-clés : High-functioning autism  Expressive prosody  Acoustic measurements  Pitch variability  Perceptual judgments Index. décimale : PER Périodiques Résumé : Are there consistent markers of atypical prosody in speakers with high functioning autism (HFA) compared to typically-developing speakers? We examined: (1) acoustic measurements of pitch range, mean pitch and speech rate in conversation, (2) perceptual ratings of conversation for these features and overall prosody, and (3) acoustic measurements of speech from a structured task. Increased pitch range was found in speakers with HFA during both conversation and structured communication. In global ratings listeners rated speakers with HFA as having atypical prosody. Although the HFA group demonstrated increased acoustic pitch range, listeners did not rate speakers with HFA as having increased pitch variation. We suggest that the quality of pitch variation used by speakers with HFA was non-conventional and thus not registered as such by listeners. En ligne : http://dx.doi.org/10.1007/s10803-011-1264-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Adaptation of object descriptions to a partner under increasing communicative demands: a comparison of children with and without autism / Aparna NADIG in Autism Research, 2-6 (December 2009)  

Public ISBD [article]  inAutism Research > 2-6 (December 2009) . - p.334-347 Titre : Adaptation of object descriptions to a partner under increasing communicative demands: a comparison of children with and without autism Type de document : texte imprimé Auteurs : Aparna NADIG, Auteur ; Giacomo VIVANTI, Auteur ; Sally OZONOFF, Auteur Année de publication : 2009 Article en page(s) : p.334-347 Langues : Anglais (eng) Mots-clés : social-cognition developmental-psychology Index. décimale : PER Périodiques Résumé : This study compared the object descriptions of school-age children with high-functioning autism (HFA) with those of a matched group of typically developing children. Descriptions were elicited in a referential communication task where shared information was manipulated, and in a guessing game where clues had to be provided about the identity of an object that was hidden from the addressee. Across these tasks, increasingly complex levels of audience design were assessed: (1) the ability to give adequate descriptions from one's own perspective, (2) the ability to adjust descriptions to an addressee's perspective when this differs from one's own, and (3) the ability to provide indirect yet identifying descriptions in a situation where explicit labeling is inappropriate. Results showed that there were group differences in all three cases, with the HFA group giving less efficient descriptions with respect to the relevant context than the comparison group. More revealing was the identification of distinct adaptation profiles among the HFA participants: those who had difficulty with all three levels, those who displayed Level 1 audience design but poor Level 2 and Level 3 design, and those demonstrated all three levels of audience design, like the majority of the comparison group. Higher structural language ability, rather than symptom severity or social skills, differentiated those HFA participants with typical adaptation profiles from those who displayed deficient audience design, consistent with previous reports of language use in autism. En ligne : http://dx.doi.org/10.1002/aur.102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=968 [article] Adaptation of object descriptions to a partner under increasing communicative demands: a comparison of children with and without autism [texte imprimé] / Aparna NADIG, Auteur ; Giacomo VIVANTI, Auteur ; Sally OZONOFF, Auteur . - 2009 . - p.334-347. Langues : Anglais (eng) in Autism Research > 2-6 (December 2009) . - p.334-347 Mots-clés : social-cognition developmental-psychology Index. décimale : PER Périodiques Résumé : This study compared the object descriptions of school-age children with high-functioning autism (HFA) with those of a matched group of typically developing children. Descriptions were elicited in a referential communication task where shared information was manipulated, and in a guessing game where clues had to be provided about the identity of an object that was hidden from the addressee. Across these tasks, increasingly complex levels of audience design were assessed: (1) the ability to give adequate descriptions from one's own perspective, (2) the ability to adjust descriptions to an addressee's perspective when this differs from one's own, and (3) the ability to provide indirect yet identifying descriptions in a situation where explicit labeling is inappropriate. Results showed that there were group differences in all three cases, with the HFA group giving less efficient descriptions with respect to the relevant context than the comparison group. More revealing was the identification of distinct adaptation profiles among the HFA participants: those who had difficulty with all three levels, those who displayed Level 1 audience design but poor Level 2 and Level 3 design, and those demonstrated all three levels of audience design, like the majority of the comparison group. Higher structural language ability, rather than symptom severity or social skills, differentiated those HFA participants with typical adaptation profiles from those who displayed deficient audience design, consistent with previous reports of language use in autism. En ligne : http://dx.doi.org/10.1002/aur.102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=968

Autodétermination et qualité de vie pour les jeunes adultes / Tara FLANAGAN

Public ISBD in Autisme : ces réalités sociales dont il faut parler / Catherine DES RIVIERES-PIGEON Titre : Autodétermination et qualité de vie pour les jeunes adultes Type de document : texte imprimé Auteurs : Tara FLANAGAN, Auteur ; Aparna NADIG, Auteur Année de publication : 2019 Importance : p.109-115 Langues : Français (fre) Index. décimale : AUT-A AUT-A - L'Autisme - Pour Démarrer Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 in Autisme : ces réalités sociales dont il faut parler / Catherine DES RIVIERES-PIGEON Autodétermination et qualité de vie pour les jeunes adultes [texte imprimé] / Tara FLANAGAN, Auteur ; Aparna NADIG, Auteur . - 2019 . - p.109-115. Langues : Français (fre) Index. décimale : AUT-A AUT-A - L'Autisme - Pour Démarrer Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

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Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age / Ana Maria GONZALEZ-BARRERO in Autism Research, 11-12 (December 2018)  

Public ISBD [article]  inAutism Research > 11-12 (December 2018) . - p.1667-1678 Titre : Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age Type de document : texte imprimé Auteurs : Ana Maria GONZALEZ-BARRERO, Auteur ; Aparna NADIG, Auteur Article en page(s) : p.1667-1678 Langues : Anglais (eng) Mots-clés : amount of language exposure  autism spectrum disorder  bilingualism  morphology  school-age children  vocabulary Index. décimale : PER Périodiques Résumé : Studies of bilingual children with Autism Spectrum Disorders (ASD) have focused on early language development using parent report measures. However, the effect of bilingual exposure on more complex linguistic abilities is unknown. In the current study, we examined the impact of amount of language exposure on vocabulary and morphological skills in school-aged children with ASD who did not have intellectual disability. Forty-seven typically developing children and 30 children with ASD with varying exposure to French participated in the study. We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on language abilities via regression analyses. Current amount of language exposure was the strongest predictor of both vocabulary skills (accounting for 62% of the variance) and morphological skills (accounting for 49% of the variance), for both typically-developing children and children with ASD. These findings highlight the central role amount of language exposure plays in vocabulary and morphological development for children with ASD, as it does for typically-developing children. In addition, they provide further evidence that, when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. Autism Research 2018, 11: 1667-1678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We studied typically developing children and children with ASD living in a bilingual society who had varying exposure to French (ranging from bilinguals to monolinguals). We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on their vocabulary and morphological skills. Current amount of language exposure was the strongest predictor of language skills in both groups of children. Findings indicate that when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. En ligne : http://dx.doi.org/10.1002/aur.2023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age [texte imprimé] / Ana Maria GONZALEZ-BARRERO, Auteur ; Aparna NADIG, Auteur . - p.1667-1678. Langues : Anglais (eng) in Autism Research > 11-12 (December 2018) . - p.1667-1678 Mots-clés : amount of language exposure  autism spectrum disorder  bilingualism  morphology  school-age children  vocabulary Index. décimale : PER Périodiques Résumé : Studies of bilingual children with Autism Spectrum Disorders (ASD) have focused on early language development using parent report measures. However, the effect of bilingual exposure on more complex linguistic abilities is unknown. In the current study, we examined the impact of amount of language exposure on vocabulary and morphological skills in school-aged children with ASD who did not have intellectual disability. Forty-seven typically developing children and 30 children with ASD with varying exposure to French participated in the study. We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on language abilities via regression analyses. Current amount of language exposure was the strongest predictor of both vocabulary skills (accounting for 62% of the variance) and morphological skills (accounting for 49% of the variance), for both typically-developing children and children with ASD. These findings highlight the central role amount of language exposure plays in vocabulary and morphological development for children with ASD, as it does for typically-developing children. In addition, they provide further evidence that, when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. Autism Research 2018, 11: 1667-1678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We studied typically developing children and children with ASD living in a bilingual society who had varying exposure to French (ranging from bilinguals to monolinguals). We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on their vocabulary and morphological skills. Current amount of language exposure was the strongest predictor of language skills in both groups of children. Findings indicate that when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. En ligne : http://dx.doi.org/10.1002/aur.2023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Brief Report: Conveying Subjective Experience in Conversation: Production of Mental State Terms and Personal Narratives in Individuals with High Functioning Autism / Janet BANG in Journal of Autism and Developmental Disorders, 43-7 (July 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1732-1740 Titre : Brief Report: Conveying Subjective Experience in Conversation: Production of Mental State Terms and Personal Narratives in Individuals with High Functioning Autism Type de document : texte imprimé Auteurs : Janet BANG, Auteur ; Jesse BURNS, Auteur ; Aparna NADIG, Auteur Année de publication : 2013 Article en page(s) : p.1732-1740 Langues : Anglais (eng) Mots-clés : High-functioning autism  Conversation  Personal narrative  Mental state terms Index. décimale : PER Périodiques Résumé : Mental state terms and personal narratives are conversational devices used to communicate subjective experience in conversation. Pre-adolescents with high-functioning autism (HFA, n = 20) were compared with language-matched typically-developing peers (TYP, n = 17) on production of mental state terms (i.e., perception, physiology, desire, emotion, cognition) and personal narratives (sequenced retelling of life events) during short conversations. HFA and TYP participants did not differ in global use of mental state terms, nor did they exhibit reduced production of cognitive terms in particular. Participants with HFA produced significantly fewer personal narratives. They also produced a smaller proportion of their mental state terms during personal narratives. These findings underscore the importance of assessing and developing qualitative aspects of conversation in highly verbal individuals with autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1716-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Brief Report: Conveying Subjective Experience in Conversation: Production of Mental State Terms and Personal Narratives in Individuals with High Functioning Autism [texte imprimé] / Janet BANG, Auteur ; Jesse BURNS, Auteur ; Aparna NADIG, Auteur . - 2013 . - p.1732-1740. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1732-1740 Mots-clés : High-functioning autism  Conversation  Personal narrative  Mental state terms Index. décimale : PER Périodiques Résumé : Mental state terms and personal narratives are conversational devices used to communicate subjective experience in conversation. Pre-adolescents with high-functioning autism (HFA, n = 20) were compared with language-matched typically-developing peers (TYP, n = 17) on production of mental state terms (i.e., perception, physiology, desire, emotion, cognition) and personal narratives (sequenced retelling of life events) during short conversations. HFA and TYP participants did not differ in global use of mental state terms, nor did they exhibit reduced production of cognitive terms in particular. Participants with HFA produced significantly fewer personal narratives. They also produced a smaller proportion of their mental state terms during personal narratives. These findings underscore the importance of assessing and developing qualitative aspects of conversation in highly verbal individuals with autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1716-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age / Ana Maria GONZALEZ-BARRERO in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

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Correction: Response to Music-Mediated Intervention in Autistic Children with Limited Spoken Language Ability / Angela MACDONALD-PREGENT ; Fauzia SAIYED ; Krista L. HYDE ; Megha SHARDA ; Aparna NADIG in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

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Evidence for intact melodic and rhythmic perception in children with Autism Spectrum Disorder / Kevin JAMEY in Research in Autism Spectrum Disorders, 64 (August 2019)  

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Learning Language in Autism: Maternal Linguistic Input Contributes to Later Vocabulary / Janet BANG in Autism Research, 8-2 (April 2015)  

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Parental Input to Children With ASD and Its Influence on Later Language / Aparna NADIG  

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Response to Music-Mediated Intervention in Autistic Children with Limited Spoken Language Ability / Angela MACDONALD-PREGENT in Journal of Autism and Developmental Disorders, 54-4 (April 2024)  

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Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self-Determination and Quality of Life / Aparna NADIG in Autism Research, 11-12 (December 2018)  

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