Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD / Jessica MAYO in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.253-264 Titre : Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jessica MAYO, Auteur ; Colby CHLEBOWSKI, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur Année de publication : 2013 Article en page(s) : p.253-264 Langues : (Eng) Mots-clés : Autism  Autism spectrum disorders  Language acquisition  Language delay  Developmental milestones  Prognosis Index. décimale : PER Périodiques Résumé : Acquiring useful language by age 5 has been identified as a strong predictor of positive outcomes in individuals with Autism Spectrum Disorders (ASD). This study examined the relationship between age of language acquisition and later functioning in children with ASD (n = 119). First word acquisition at a range of ages was probed for its relationship to cognitive ability and adaptive behaviors at 52 months. Results indicated that although producing first words predicted better outcome at every age examined, producing first words by 24 months was a particularly strong predictor of better outcomes. This finding suggests that the historic criterion for positive prognosis (i.e., 'useful language by age 5') can be updated to a more specific criterion with an earlier developmental time point. En ligne : http://dx.doi.org/10.1007/s10803-012-1558-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187 [article] Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD [Texte imprimé et/ou numérique] / Jessica MAYO, Auteur ; Colby CHLEBOWSKI, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur . - 2013 . - p.253-264. Langues : (Eng) in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.253-264 Mots-clés : Autism  Autism spectrum disorders  Language acquisition  Language delay  Developmental milestones  Prognosis Index. décimale : PER Périodiques Résumé : Acquiring useful language by age 5 has been identified as a strong predictor of positive outcomes in individuals with Autism Spectrum Disorders (ASD). This study examined the relationship between age of language acquisition and later functioning in children with ASD (n = 119). First word acquisition at a range of ages was probed for its relationship to cognitive ability and adaptive behaviors at 52 months. Results indicated that although producing first words predicted better outcome at every age examined, producing first words by 24 months was a particularly strong predictor of better outcomes. This finding suggests that the historic criterion for positive prognosis (i.e., 'useful language by age 5') can be updated to a more specific criterion with an earlier developmental time point. En ligne : http://dx.doi.org/10.1007/s10803-012-1558-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187

Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers / Jessica MAYO in Journal of Autism and Developmental Disorders, 42-11 (November 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2476-2485 Titre : Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers Type de document : Texte imprimé et/ou numérique Auteurs : Jessica MAYO, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : p.2476-2485 Langues : Anglais (eng) Mots-clés : Autism  Language  Implicit learning  Statistical learning  Speech segmentation Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning is potentially relevant to language development, particularly in speech segmentation, which relies on sensitivity to transitional probabilities between speech sounds. This study investigated the relationship between implicit learning and current language abilities in school-aged children with high functioning autism and a history of language delay ( n = 17) and in children with typical development ( n = 24) using a well-studied artificial language learning task. Results suggest that high functioning children with autism (HFA) and TD groups were equally able to implicitly learn transitional probabilities from a lengthy stimulus stream. Furthermore, task performance was not strongly associated with current language abilities. Implications for implicit learning research in HFA are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1493-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183 [article] Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers [Texte imprimé et/ou numérique] / Jessica MAYO, Auteur ; Inge-Marie EIGSTI, Auteur . - p.2476-2485. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2476-2485 Mots-clés : Autism  Language  Implicit learning  Statistical learning  Speech segmentation Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning is potentially relevant to language development, particularly in speech segmentation, which relies on sensitivity to transitional probabilities between speech sounds. This study investigated the relationship between implicit learning and current language abilities in school-aged children with high functioning autism and a history of language delay ( n = 17) and in children with typical development ( n = 24) using a well-studied artificial language learning task. Results suggest that high functioning children with autism (HFA) and TD groups were equally able to implicitly learn transitional probabilities from a lengthy stimulus stream. Furthermore, task performance was not strongly associated with current language abilities. Implications for implicit learning research in HFA are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1493-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183

Implicit Learning in ASD / Inge-Marie EIGSTI

Public ISBD in The Neuropsychology of Autism / Deborah A. FEIN Titre : Implicit Learning in ASD Type de document : Texte imprimé et/ou numérique Auteurs : Inge-Marie EIGSTI, Auteur ; Jessica MAYO, Auteur Année de publication : 2011 Importance : p.267-279 Langues : Anglais (eng) Index. décimale : SCI-C SCI-C - Neuropsychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 in The Neuropsychology of Autism / Deborah A. FEIN Implicit Learning in ASD [Texte imprimé et/ou numérique] / Inge-Marie EIGSTI, Auteur ; Jessica MAYO, Auteur . - 2011 . - p.267-279. Langues : Anglais (eng) Index. décimale : SCI-C SCI-C - Neuropsychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140

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