Children with autism spectrum disorders who do not develop phrase speech in the preschool years / Fritjof NORRELGEN in Autism, 19-8 (November 2015)  

Public ISBD [article]  inAutism > 19-8 (November 2015) . - p.934-943 Titre : Children with autism spectrum disorders who do not develop phrase speech in the preschool years Type de document : Texte imprimé et/ou numérique Auteurs : Fritjof NORRELGEN, Auteur ; Elisabeth FERNELL, Auteur ; Mats ERIKSSON, Auteur ; Asa HEDVALL, Auteur ; Clara PERSSON, Auteur ; Maria SJÖLIN, Auteur ; Christopher GILLBERG, Auteur ; Liselotte KJELLMER, Auteur Article en page(s) : p.934-943 Langues : Anglais (eng) Mots-clés : autism  intellectual disability  minimally verbal  nonverbal  preschool  Vineland Index. décimale : PER Périodiques Résumé : There is uncertainty about the proportion of children with autism spectrum disorders who do not develop phrase speech during the preschool years. The main purpose of this study was to examine this ratio in a population-based community sample of children. The cohort consisted of 165 children (141 boys, 24 girls) with autism spectrum disorders aged 4–6?years followed longitudinally over 2?years during which time they had received intervention at a specialized autism center. In this study, data collected at the 2-year follow-up were used. Three categories of expressive language were defined: nonverbal, minimally verbal, and phrase speech. Data from the Vineland Adaptive Behavior Scales-II were used to classify expressive language. A secondary objective of the study was to analyze factors that might be linked to verbal ability, namely, child age, cognitive level, autism subtype and severity of core autism symptoms, developmental regression, epilepsy or other medical conditions, and intensity of intervention. The proportion of children who met the criteria for nonverbal, minimally verbal, and phrase speech were 15%, 10%, and 75%, respectively. The single most important factor linked to expressive language was the child’s cognitive level, and all children classified as being nonverbal or minimally verbal had intellectual disability. En ligne : http://dx.doi.org/10.1177/1362361314556782 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 [article] Children with autism spectrum disorders who do not develop phrase speech in the preschool years [Texte imprimé et/ou numérique] / Fritjof NORRELGEN, Auteur ; Elisabeth FERNELL, Auteur ; Mats ERIKSSON, Auteur ; Asa HEDVALL, Auteur ; Clara PERSSON, Auteur ; Maria SJÖLIN, Auteur ; Christopher GILLBERG, Auteur ; Liselotte KJELLMER, Auteur . - p.934-943. Langues : Anglais (eng) in Autism > 19-8 (November 2015) . - p.934-943 Mots-clés : autism  intellectual disability  minimally verbal  nonverbal  preschool  Vineland Index. décimale : PER Périodiques Résumé : There is uncertainty about the proportion of children with autism spectrum disorders who do not develop phrase speech during the preschool years. The main purpose of this study was to examine this ratio in a population-based community sample of children. The cohort consisted of 165 children (141 boys, 24 girls) with autism spectrum disorders aged 4–6?years followed longitudinally over 2?years during which time they had received intervention at a specialized autism center. In this study, data collected at the 2-year follow-up were used. Three categories of expressive language were defined: nonverbal, minimally verbal, and phrase speech. Data from the Vineland Adaptive Behavior Scales-II were used to classify expressive language. A secondary objective of the study was to analyze factors that might be linked to verbal ability, namely, child age, cognitive level, autism subtype and severity of core autism symptoms, developmental regression, epilepsy or other medical conditions, and intensity of intervention. The proportion of children who met the criteria for nonverbal, minimally verbal, and phrase speech were 15%, 10%, and 75%, respectively. The single most important factor linked to expressive language was the child’s cognitive level, and all children classified as being nonverbal or minimally verbal had intellectual disability. En ligne : http://dx.doi.org/10.1177/1362361314556782 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269

Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales / Liselotte KJELLMER in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [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

Preschoolers with Autism Spectrum Disorder Followed for 2 Years: Those Who Gained and Those Who Lost the Most in Terms of Adaptive Functioning Outcome / Asa HEDVALL in Journal of Autism and Developmental Disorders, 45-11 (November 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3624-3633 Titre : Preschoolers with Autism Spectrum Disorder Followed for 2 Years: Those Who Gained and Those Who Lost the Most in Terms of Adaptive Functioning Outcome Type de document : Texte imprimé et/ou numérique Auteurs : Asa HEDVALL, Auteur ; Joakim WESTERLUND, Auteur ; Elisabeth FERNELL, Auteur ; Fritjof NORRELGEN, Auteur ; Liselotte KJELLMER, Auteur ; Martina BARNEVIKOLSSON, Auteur ; Lotta HÖGLUND CARLSSON, Auteur ; Mats A. ERIKSSON, Auteur ; Eva BILLSTEDT, Auteur ; Christopher GILLBERG, Auteur Article en page(s) : p.3624-3633 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Outcome  Preschool children  Clinical characteristics  Predictors Index. décimale : PER Périodiques Résumé : Clinical predictors of 2-year outcome in preschoolers with ASD were studied in a population-based group of very young children with ASD (n = 208). Children who gained the most (n = 30) and lost the most (n = 23), i.e., increased or decreased their adaptive functioning outcome according to the Vineland Composite Score between study entry (T1) and follow-up (T2), 2 years later were compared. Individual factors that differed significantly between the two outcome groups were cognitive level, age at referral, not passing expected milestones at 18 months, autistic type behavior problems and regression. However, logistic regression analysis showed that only cognitive level at T1 (dichotomized into IQ < 70 and IQ ? 70) made a unique statistically significant contribution to outcome prediction (p = <.001) with an odds ratio of 18.01. The findings have significant clinical implications in terms of information at diagnosis regarding clinical prognosis in ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2509-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Preschoolers with Autism Spectrum Disorder Followed for 2 Years: Those Who Gained and Those Who Lost the Most in Terms of Adaptive Functioning Outcome [Texte imprimé et/ou numérique] / Asa HEDVALL, Auteur ; Joakim WESTERLUND, Auteur ; Elisabeth FERNELL, Auteur ; Fritjof NORRELGEN, Auteur ; Liselotte KJELLMER, Auteur ; Martina BARNEVIKOLSSON, Auteur ; Lotta HÖGLUND CARLSSON, Auteur ; Mats A. ERIKSSON, Auteur ; Eva BILLSTEDT, Auteur ; Christopher GILLBERG, Auteur . - p.3624-3633. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3624-3633 Mots-clés : Autism spectrum disorder  Outcome  Preschool children  Clinical characteristics  Predictors Index. décimale : PER Périodiques Résumé : Clinical predictors of 2-year outcome in preschoolers with ASD were studied in a population-based group of very young children with ASD (n = 208). Children who gained the most (n = 30) and lost the most (n = 23), i.e., increased or decreased their adaptive functioning outcome according to the Vineland Composite Score between study entry (T1) and follow-up (T2), 2 years later were compared. Individual factors that differed significantly between the two outcome groups were cognitive level, age at referral, not passing expected milestones at 18 months, autistic type behavior problems and regression. However, logistic regression analysis showed that only cognitive level at T1 (dichotomized into IQ < 70 and IQ ? 70) made a unique statistically significant contribution to outcome prediction (p = <.001) with an odds ratio of 18.01. The findings have significant clinical implications in terms of information at diagnosis regarding clinical prognosis in ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2509-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

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