[article] 
inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1119-1125

Titre :	Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Liselotte KJELLMER, Auteur ; Asa HEDVALL, Auteur ; Anette HOLM, Auteur ; Elisabeth FERNELL, Auteur ; Christopher GILLBERG, Auteur ; Fritjof NORRELGEN, Auteur
Année de publication :	2012
Article en page(s) :	p.1119-1125
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder  Language comprehension  Reynell Developmental Language Scales  Preschool children
Index. décimale :	PER Périodiques
Résumé :	This study aimed to (a) assess language comprehension in children with autism spectrum disorders (ASD) without intellectual disability, (b) assess differences between ASD diagnostic subgroups, and (c) analyze the relationship between language comprehension and performance and verbal IQ, respectively. The 94 participants (83 boys, 11 girls; 4:0–6:8 years) were a subgroup of a large cohort of 208 Swedish preschool children with ASD that had been followed longitudinally over 2 years. The Comprehension Scale of the Reynell Developmental Language Scales III (RDLS) was used at follow-up to assess language comprehension. Results revealed a delay in the development of language comprehension as well as high variability within the group as a whole. The Asperger syndrome and the Autistic feature groups performed within the normal range whereas the PDD-NOS and the Autistic disorder groups performed at the lower boundary of the normal range. However, importantly, 38% or more of the children showed results in the impaired range (i.e., <10th percentile) regardless of ASD type. Explained variance in language comprehension scores were 10% for non-verbal and 41% for verbal IQ. Many children with ASD without intellectual disability may have difficulties comprehending instructions in the classroom and in other everyday situations. The results highlight the need for detailed linguistic assessment of children with ASD.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2012.03.003
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

[article] Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales [Texte imprimé et/ou numérique] / Liselotte KJELLMER, Auteur ; Asa HEDVALL, Auteur ; Anette HOLM, Auteur ; Elisabeth FERNELL, Auteur ; Christopher GILLBERG, Auteur ; Fritjof NORRELGEN, Auteur . - 2012 . - p.1119-1125.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1119-1125

Mots-clés :	Autism spectrum disorder  Language comprehension  Reynell Developmental Language Scales  Preschool children
Index. décimale :	PER Périodiques
Résumé :	This study aimed to (a) assess language comprehension in children with autism spectrum disorders (ASD) without intellectual disability, (b) assess differences between ASD diagnostic subgroups, and (c) analyze the relationship between language comprehension and performance and verbal IQ, respectively. The 94 participants (83 boys, 11 girls; 4:0–6:8 years) were a subgroup of a large cohort of 208 Swedish preschool children with ASD that had been followed longitudinally over 2 years. The Comprehension Scale of the Reynell Developmental Language Scales III (RDLS) was used at follow-up to assess language comprehension. Results revealed a delay in the development of language comprehension as well as high variability within the group as a whole. The Asperger syndrome and the Autistic feature groups performed within the normal range whereas the PDD-NOS and the Autistic disorder groups performed at the lower boundary of the normal range. However, importantly, 38% or more of the children showed results in the impaired range (i.e., <10th percentile) regardless of ASD type. Explained variance in language comprehension scores were 10% for non-verbal and 41% for verbal IQ. Many children with ASD without intellectual disability may have difficulties comprehending instructions in the classroom and in other everyday situations. The results highlight the need for detailed linguistic assessment of children with ASD.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2012.03.003
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154