Coconuts and curtain cakes: The production of wh-questions in ASD / Nufar SUKENIK in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941520982953 Titre : Coconuts and curtain cakes: The production of wh-questions in ASD Type de document : Texte imprimé et/ou numérique Auteurs : Nufar SUKENIK, Auteur ; Eléonore MORIN, Auteur ; Naama FRIEDMANN, Auteur ; Philippe PREVOST, Auteur ; Laurice TULLER, Auteur Article en page(s) : 2396941520982953 Langues : Anglais (eng) Mots-clés : Autism  ASD  wh-question  production  syntax  pragmatics Index. décimale : PER Périodiques Résumé : Background and aimsChildren with autism spectrum disorders (ASD) have been found to exhibit difficulties in wh-question production. It is unclear whether these difficulties are pragmatic or syntactic in nature. The current study used a question elicitation task to assess the production of subject and object wh-questions of children with ASD in two different languages (Hebrew and French) wherein the syntactic structure of wh-questions is different, a fact that may contribute to better understanding of the underlying deficits affecting wh-question production. Crucially, beyond the general correct/error rate we also performed an in-depth analysis of error types, comparing syntactic to pragmatic errors and comparing the distribution of errors in the ASD group to that of children with typical development (TD) and children with Developmental Language Disorder (DLD).ResultsCorrect production rates were found to be similar for the ASD and DLD groups, but error analysis revealed important differences between the ASD groups in the two languages and the DLD group. The Hebrew- and French ASD groups were found to produce pragmatic errors, which were not found in children with DLD. The pragmatic errors were similar in the two ASD groups. Syntactic errors were affected by the structure of each language.ConclusionsOur results have shown that although the two ASD groups come from different countries and speak different languages, the correct production rates and more importantly, the error types were very similar in the two ASD groups, and very different compared to TD children and children with DLD.Implications: Our results highlight the importance of creating research tasks that test different linguistic functions independently and strengthen the need for conducting fine-grained error analysis to differentiate between groups and gain insights into the deficits underlying each of them. En ligne : http://dx.doi.org/10.1177/2396941520982953 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Coconuts and curtain cakes: The production of wh-questions in ASD [Texte imprimé et/ou numérique] / Nufar SUKENIK, Auteur ; Eléonore MORIN, Auteur ; Naama FRIEDMANN, Auteur ; Philippe PREVOST, Auteur ; Laurice TULLER, Auteur . - 2396941520982953. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941520982953 Mots-clés : Autism  ASD  wh-question  production  syntax  pragmatics Index. décimale : PER Périodiques Résumé : Background and aimsChildren with autism spectrum disorders (ASD) have been found to exhibit difficulties in wh-question production. It is unclear whether these difficulties are pragmatic or syntactic in nature. The current study used a question elicitation task to assess the production of subject and object wh-questions of children with ASD in two different languages (Hebrew and French) wherein the syntactic structure of wh-questions is different, a fact that may contribute to better understanding of the underlying deficits affecting wh-question production. Crucially, beyond the general correct/error rate we also performed an in-depth analysis of error types, comparing syntactic to pragmatic errors and comparing the distribution of errors in the ASD group to that of children with typical development (TD) and children with Developmental Language Disorder (DLD).ResultsCorrect production rates were found to be similar for the ASD and DLD groups, but error analysis revealed important differences between the ASD groups in the two languages and the DLD group. The Hebrew- and French ASD groups were found to produce pragmatic errors, which were not found in children with DLD. The pragmatic errors were similar in the two ASD groups. Syntactic errors were affected by the structure of each language.ConclusionsOur results have shown that although the two ASD groups come from different countries and speak different languages, the correct production rates and more importantly, the error types were very similar in the two ASD groups, and very different compared to TD children and children with DLD.Implications: Our results highlight the importance of creating research tasks that test different linguistic functions independently and strengthen the need for conducting fine-grained error analysis to differentiate between groups and gain insights into the deficits underlying each of them. En ligne : http://dx.doi.org/10.1177/2396941520982953 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11 / Silvia SILLERESI in Autism Research, 13-7 (July 2020)  

Public ISBD [article]  inAutism Research > 13-7 (July 2020) . - p.1155-1167 Titre : Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11 Type de document : Texte imprimé et/ou numérique Auteurs : Silvia SILLERESI, Auteur ; Philippe PREVOST, Auteur ; Racha ZEBIB, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Donatello CONTE, Auteur ; Laurice TULLER, Auteur Article en page(s) : p.1155-1167 Langues : Anglais (eng) Mots-clés : Asd  Icd-11  cluster analysis  nonverbal cognitive abilities  profiles  structural language Index. décimale : PER Périodiques Résumé : The new version of the International Classification of Diseases (ICD-11) mentions the existence of four different profiles in the verbal part of the Autism Spectrum Disorder (ASD), describing them as combinations of either spared or impaired functional language and intellectual abilities. The aim of the present study was to put ASD heterogeneity to the forefront by exploring whether clear profiles related to language and intellectual abilities emerge when investigation is extended to the entire spectrum, focusing on verbal children. Our study proposed a systematic investigation of both language (specifically, structural language abilities) and intellectual abilities (specifically, nonverbal cognitive abilities) in 51 6- to 12-year-old verbal children with ASD based on explicitly motivated measures. For structural language abilities, sentence repetition and nonword repetition tasks were selected; for nonverbal cognitive abilities, we chose Raven's Progressive Matrices, as well as Matrix Reasoning and Block Design from the Wechsler Scales. An integrative approach based on cluster analyses revealed five distinct profiles. Among these five profiles, all four logically possible combinations of structural language and nonverbal abilities mentioned in the ICD-11 were detected. Three profiles emerged among children with normal language abilities and two emerged among language-impaired children. Crucially, the existence of discrepant profiles of abilities suggests that children with ASD can display impaired language in presence of spared nonverbal intelligence or spared language in the presence of impaired nonverbal intelligence, reinforcing the hypothesis of the existence of a separate language module in the brain. Autism Res 2020, 13: 1155-1167. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present work put Autism Spectrum Disorder heterogeneity to the forefront by exploring whether clear profiles related to language and cognitive abilities emerge when investigation is extended to the entire spectrum (focusing on verbal children). The use of explicitly motivated measures of both language and cognitive abilities and of an unsupervised machine learning approach, the cluster analysis, (a) confirmed the existence of all four logically possible profiles evoked in the new ICD-11, (b) evoked the existence of (at least) a fifth profile of language/cognitive abilities, and (c) reinforced the hypothesis of a language module in the brain. En ligne : http://dx.doi.org/10.1002/aur.2268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11 [Texte imprimé et/ou numérique] / Silvia SILLERESI, Auteur ; Philippe PREVOST, Auteur ; Racha ZEBIB, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Donatello CONTE, Auteur ; Laurice TULLER, Auteur . - p.1155-1167. Langues : Anglais (eng) in Autism Research > 13-7 (July 2020) . - p.1155-1167 Mots-clés : Asd  Icd-11  cluster analysis  nonverbal cognitive abilities  profiles  structural language Index. décimale : PER Périodiques Résumé : The new version of the International Classification of Diseases (ICD-11) mentions the existence of four different profiles in the verbal part of the Autism Spectrum Disorder (ASD), describing them as combinations of either spared or impaired functional language and intellectual abilities. The aim of the present study was to put ASD heterogeneity to the forefront by exploring whether clear profiles related to language and intellectual abilities emerge when investigation is extended to the entire spectrum, focusing on verbal children. Our study proposed a systematic investigation of both language (specifically, structural language abilities) and intellectual abilities (specifically, nonverbal cognitive abilities) in 51 6- to 12-year-old verbal children with ASD based on explicitly motivated measures. For structural language abilities, sentence repetition and nonword repetition tasks were selected; for nonverbal cognitive abilities, we chose Raven's Progressive Matrices, as well as Matrix Reasoning and Block Design from the Wechsler Scales. An integrative approach based on cluster analyses revealed five distinct profiles. Among these five profiles, all four logically possible combinations of structural language and nonverbal abilities mentioned in the ICD-11 were detected. Three profiles emerged among children with normal language abilities and two emerged among language-impaired children. Crucially, the existence of discrepant profiles of abilities suggests that children with ASD can display impaired language in presence of spared nonverbal intelligence or spared language in the presence of impaired nonverbal intelligence, reinforcing the hypothesis of the existence of a separate language module in the brain. Autism Res 2020, 13: 1155-1167. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present work put Autism Spectrum Disorder heterogeneity to the forefront by exploring whether clear profiles related to language and cognitive abilities emerge when investigation is extended to the entire spectrum (focusing on verbal children). The use of explicitly motivated measures of both language and cognitive abilities and of an unsupervised machine learning approach, the cluster analysis, (a) confirmed the existence of all four logically possible profiles evoked in the new ICD-11, (b) evoked the existence of (at least) a fifth profile of language/cognitive abilities, and (c) reinforced the hypothesis of a language module in the brain. En ligne : http://dx.doi.org/10.1002/aur.2268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Marqueurs cliniques linguistiques chez les enfants avec autisme la comparaison SLI-ASD chez des enfants de langue française / Rasha ZEBIB in Bulletin Scientifique de l'arapi (Le), 29 (Juillet 2012)

Public ISBD [article]  inBulletin Scientifique de l'arapi (Le) > 29 (Juillet 2012) . - p.73-74 Titre : Marqueurs cliniques linguistiques chez les enfants avec autisme la comparaison SLI-ASD chez des enfants de langue française Type de document : Texte imprimé et/ou numérique Auteurs : Rasha ZEBIB, Auteur ; Eléonore MORIN, Auteur ; Servanne GALES, Auteur ; Pascale DANSART, Auteur ; Josiane ROZEC, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Joëlle MALVY, Auteur ; Eric LEMONNIER, Auteur ; Philippe PREVOST, Auteur ; Laurie TULLER, Auteur Année de publication : 2012 Article en page(s) : p.73-74 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Marqueurs cliniques linguistiques chez les enfants avec autisme la comparaison SLI-ASD chez des enfants de langue française [Texte imprimé et/ou numérique] / Rasha ZEBIB, Auteur ; Eléonore MORIN, Auteur ; Servanne GALES, Auteur ; Pascale DANSART, Auteur ; Josiane ROZEC, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Joëlle MALVY, Auteur ; Eric LEMONNIER, Auteur ; Philippe PREVOST, Auteur ; Laurie TULLER, Auteur . - 2012 . - p.73-74. Langues : Français (fre) in Bulletin Scientifique de l'arapi (Le) > 29 (Juillet 2012) . - p.73-74 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Mieux définir et mieux comprendre la symptomatologie autistique et ses mécanismes physiopathologiques / Frédérique BONNET-BRILHAULT in Sésame, 212 (Décembre 2019)

Public ISBD [article]  inSésame > 212 (Décembre 2019) . - p.8-10 Titre : Mieux définir et mieux comprendre la symptomatologie autistique et ses mécanismes physiopathologiques Type de document : Texte imprimé et/ou numérique Auteurs : Frédérique BONNET-BRILHAULT, Auteur ; Nadia AGUILLON-HERNANDEZ, Auteur ; Marie GOMOT, Auteur ; Emmanuelle HOUY-DURAND, Auteur ; Marianne LATINUS, Auteur ; Philippe PREVOST, Auteur ; Laurie TULLER, Auteur ; Claire WARDAK, Auteur Année de publication : 2019 Article en page(s) : p.8-10 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Mieux définir et mieux comprendre la symptomatologie autistique et ses mécanismes physiopathologiques [Texte imprimé et/ou numérique] / Frédérique BONNET-BRILHAULT, Auteur ; Nadia AGUILLON-HERNANDEZ, Auteur ; Marie GOMOT, Auteur ; Emmanuelle HOUY-DURAND, Auteur ; Marianne LATINUS, Auteur ; Philippe PREVOST, Auteur ; Laurie TULLER, Auteur ; Claire WARDAK, Auteur . - 2019 . - p.8-10. Langues : Français (fre) in Sésame > 212 (Décembre 2019) . - p.8-10 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Pragmatic versus structural difficulties in the production of pronominal clitics in French-speaking children with autism spectrum disorder / Philippe PREVOST in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Pragmatic versus structural difficulties in the production of pronominal clitics in French-speaking children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Philippe PREVOST, Auteur ; Laurice TULLER, Auteur ; Racha ZEBIB, Auteur ; Marie-Anne BARTHEZ, Auteur ; Joëlle MALVY, Auteur ; Frédérique BONNET-BRILHAULT, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsImpaired production of third person accusative pronominal clitics is a signature of language impairment in French-speaking children. It has been found to be a prominent and persistent difficulty in children and adolescents with specific language impairment. Previous studies have reported that many children with autism spectrum disorder also have low performance on these clitics. However, it remains unclear whether these difficulties in children with autism spectrum disorder are due to structural language impairment or to pragmatic deficits. This is because pragmatics skills, notoriously weak in children with autism spectrum disorder, are also needed for appropriate use of pronouns. Use of pronouns without clear referents and difficulty with discourse pronouns (first and second person), which require taking into account the point of view of one?s interlocutor (perspective shifting), have frequently been reported for autism spectrum disorder.MethodsWe elicited production of nominative, reflexive and accusative third and first person pronominal clitics in 19 verbal children with autism spectrum disorder (aged 6?12, high and low functioning, with structural language impairment, or with normal language) and 19 age-matched children with specific language impairment. If pragmatics is behind difficulties on these elements, performance on first-person clitics would be expected to be worse than performance on third person clitics, since it requires perspective shifting. Furthermore, worse performance for first person clitics was expected in the children with autism spectrum disorder compared to the children with specific language impairment, since weak pragmatics is an integral part of impairment in the former, but not in the latter. More generally, different error patterns would be expected in the two groups, if the source of difficulty with clitics is different (a pragmatic deficit vs. a structural language deficit).ResultsSimilar patterns of relative difficulties were found in the autism spectrum disorder language impairment and specific language impairment groups, with third person accusative clitics being produced at lower rates than first-person pronouns and error patterns being essentially identical. First-person pronouns did not pose particular difficulties in the children with autism spectrum disorder (language impairment or normal language) with respect to third-person pronouns or to the children with specific language impairment. Performance was not related to nonverbal intelligence in the autism spectrum disorder group.ConclusionsThe elicitation task used in this study included explicit instruction, and focus on perspective shifting (both visual and verbal), allowing for potential pragmatic effects to be controlled. Moreover, the task elicited a variety of types of clitics in morphosyntactic contexts of varying complexity, providing ample opportunities for employment of perspective shifting, which may have also curtailed perseveration of third person over first person. These properties of the task allowed for the grammatical nature of children?s difficulties with third-person accusative clitics to emerge unambiguously.ImplicationsAssessment of structural language abilities in children with autism spectrum disorder requires careful consideration of task demands. The influence of pragmatic abilities on structural language performance can be circumvented by making the pragmatic demands of the task explicit and salient. Filtering out this potential influence on structural language performance is fundamental to understanding language profiles in children with autism spectrum disorder and thus which children could benefit from which kinds of language intervention. En ligne : https://doi.org/10.1177/2396941518799643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Pragmatic versus structural difficulties in the production of pronominal clitics in French-speaking children with autism spectrum disorder [Texte imprimé et/ou numérique] / Philippe PREVOST, Auteur ; Laurice TULLER, Auteur ; Racha ZEBIB, Auteur ; Marie-Anne BARTHEZ, Auteur ; Joëlle MALVY, Auteur ; Frédérique BONNET-BRILHAULT, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsImpaired production of third person accusative pronominal clitics is a signature of language impairment in French-speaking children. It has been found to be a prominent and persistent difficulty in children and adolescents with specific language impairment. Previous studies have reported that many children with autism spectrum disorder also have low performance on these clitics. However, it remains unclear whether these difficulties in children with autism spectrum disorder are due to structural language impairment or to pragmatic deficits. This is because pragmatics skills, notoriously weak in children with autism spectrum disorder, are also needed for appropriate use of pronouns. Use of pronouns without clear referents and difficulty with discourse pronouns (first and second person), which require taking into account the point of view of one?s interlocutor (perspective shifting), have frequently been reported for autism spectrum disorder.MethodsWe elicited production of nominative, reflexive and accusative third and first person pronominal clitics in 19 verbal children with autism spectrum disorder (aged 6?12, high and low functioning, with structural language impairment, or with normal language) and 19 age-matched children with specific language impairment. If pragmatics is behind difficulties on these elements, performance on first-person clitics would be expected to be worse than performance on third person clitics, since it requires perspective shifting. Furthermore, worse performance for first person clitics was expected in the children with autism spectrum disorder compared to the children with specific language impairment, since weak pragmatics is an integral part of impairment in the former, but not in the latter. More generally, different error patterns would be expected in the two groups, if the source of difficulty with clitics is different (a pragmatic deficit vs. a structural language deficit).ResultsSimilar patterns of relative difficulties were found in the autism spectrum disorder language impairment and specific language impairment groups, with third person accusative clitics being produced at lower rates than first-person pronouns and error patterns being essentially identical. First-person pronouns did not pose particular difficulties in the children with autism spectrum disorder (language impairment or normal language) with respect to third-person pronouns or to the children with specific language impairment. Performance was not related to nonverbal intelligence in the autism spectrum disorder group.ConclusionsThe elicitation task used in this study included explicit instruction, and focus on perspective shifting (both visual and verbal), allowing for potential pragmatic effects to be controlled. Moreover, the task elicited a variety of types of clitics in morphosyntactic contexts of varying complexity, providing ample opportunities for employment of perspective shifting, which may have also curtailed perseveration of third person over first person. These properties of the task allowed for the grammatical nature of children?s difficulties with third-person accusative clitics to emerge unambiguously.ImplicationsAssessment of structural language abilities in children with autism spectrum disorder requires careful consideration of task demands. The influence of pragmatic abilities on structural language performance can be circumvented by making the pragmatic demands of the task explicit and salient. Filtering out this potential influence on structural language performance is fundamental to understanding language profiles in children with autism spectrum disorder and thus which children could benefit from which kinds of language intervention. En ligne : https://doi.org/10.1177/2396941518799643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

La production de pronoms en français par des enfants avec trouble du spectre autistique et des enfants avec trouble spécifique du langage / Philippe PREVOST

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Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults / Sandrine FERRE ; Laurice TULLER ; Emmanuelle HOUY-DURAND ; Frédérique BONNET-BRILHAULT ; Philippe PREVOST in Research in Autism Spectrum Disorders, 114 (June 2024)  

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The Effect of Computational Complexity on the Acquisition of French by Children With ASD / Laurice TULLER  

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