Dépouillements

Professional perceptions of the effectiveness of visual communication systems and their applications for functional communication interventions for individuals with Autism Spectrum Disorder / Elizabeth ALEXANDER in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Professional perceptions of the effectiveness of visual communication systems and their applications for functional communication interventions for individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth ALEXANDER, Auteur ; Lisa DILLE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background & aimsThis study investigated the perceptions of educational professionals in regard to the effectiveness of visual communication systems and their applications as a functional communication intervention for individuals with Autism Spectrum Disorder (ASD).MethodsOne hundred and one individuals from diverse educational backgrounds, school districts, educational services, and various states were surveyed for this study. All participants in this study served individuals with Autism Spectrum Disorder in a clinical and/or school setting.ResultsThe study found that aided augmentative and alternative communication (AAC) systems were widely utilized, and participants perceived these systems as the most effective for individuals with Autism Spectrum Disorder. It also found that the use of low level tech aided augmentative communication systems such as Picture Exchange System and high level tech systems such as voice output systems that were strictly computer based, were dependent on the individual's abilities and needs. Finally, the study found that the use of photography and photo journaling techniques had positive outcomes for individuals diagnosed with Autism Spectrum Disorder and other students in the learning environment.ConclusionsThe results revealed that the overall consensus of educational professionals that serve individuals with ASD agreed that aided AAC systems were more effective methods to foster and enhance functional communication. In terms of effectiveness of the level of technology utilized within the system, it depends on the needs and abilities of the individual with ASD. Participants, however, did agree that photography and photo journaling techniques may provide positive attributes to all students and not only those diagnosed with ASD.ImplicationsThe ability to modify or alter the ways in which AAC systems are created and implemented may address the need to individualize the systems in terms of the needs and abilities of the individual with ASD. The results inform educational practices as they highlight that a majority of the professionals that participated in this study need further professional development with the understanding and application of these systems in order to better understand their benefits and what they have to offer individuals with ASD. The results also provided a lens through the professionals' experiences into the classrooms by providing information from professionals that utilize and implement these systems daily including their successes in aiding communication effectively. En ligne : https://doi.org/10.1177/2396941517747468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Professional perceptions of the effectiveness of visual communication systems and their applications for functional communication interventions for individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Elizabeth ALEXANDER, Auteur ; Lisa DILLE, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background & aimsThis study investigated the perceptions of educational professionals in regard to the effectiveness of visual communication systems and their applications as a functional communication intervention for individuals with Autism Spectrum Disorder (ASD).MethodsOne hundred and one individuals from diverse educational backgrounds, school districts, educational services, and various states were surveyed for this study. All participants in this study served individuals with Autism Spectrum Disorder in a clinical and/or school setting.ResultsThe study found that aided augmentative and alternative communication (AAC) systems were widely utilized, and participants perceived these systems as the most effective for individuals with Autism Spectrum Disorder. It also found that the use of low level tech aided augmentative communication systems such as Picture Exchange System and high level tech systems such as voice output systems that were strictly computer based, were dependent on the individual's abilities and needs. Finally, the study found that the use of photography and photo journaling techniques had positive outcomes for individuals diagnosed with Autism Spectrum Disorder and other students in the learning environment.ConclusionsThe results revealed that the overall consensus of educational professionals that serve individuals with ASD agreed that aided AAC systems were more effective methods to foster and enhance functional communication. In terms of effectiveness of the level of technology utilized within the system, it depends on the needs and abilities of the individual with ASD. Participants, however, did agree that photography and photo journaling techniques may provide positive attributes to all students and not only those diagnosed with ASD.ImplicationsThe ability to modify or alter the ways in which AAC systems are created and implemented may address the need to individualize the systems in terms of the needs and abilities of the individual with ASD. The results inform educational practices as they highlight that a majority of the professionals that participated in this study need further professional development with the understanding and application of these systems in order to better understand their benefits and what they have to offer individuals with ASD. The results also provided a lens through the professionals' experiences into the classrooms by providing information from professionals that utilize and implement these systems daily including their successes in aiding communication effectively. En ligne : https://doi.org/10.1177/2396941517747468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Subskills associated with spelling ability in children with and without autism spectrum disorders / Benjamin BAILEY in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Subskills associated with spelling ability in children with and without autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Benjamin BAILEY, Auteur ; Joanne ARCIULI, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsEffective literacy instruction demands a clear understanding of the subskills that underpin children?s reading and writing abilities. Some previous research on reading has questioned whether the same subskills support literacy acquisition for typically developing children and children with autism spectrum disorders. This study examined the subskills associated with spelling ability in a group of 20 children with ASD aged 5?12 years (ASD group). A group of 20 typically developing children matched for age and word spelling accuracy (TD group) provided comparative data.MethodsParticipants completed standardised assessments of vocabulary, phonological awareness, letter knowledge and word spelling. Errors produced in response to the word spelling assessment were analysed for evidence of phonological awareness. In addition, all spelling attempts were analysed for evidence of phonological, orthographic, and morphological awareness, ?linguistic awareness?, using the Computerised Spelling Sensitivity System.ResultsCorrelation and regression analyses showed statistically significant relationships between phonological awareness and word spelling accuracy for children in the ASD and TD groups. Spelling errors produced by both groups contained evidence of phonological awareness. Analysis of all spelling attempts showed that the overall level of linguistic awareness encoded by children in the ASD and TD groups was not significantly different.ConclusionsThese findings provide evidence that phonological awareness and other subskills support spelling in children with autism spectrum disorders as they do in typically developing children.ImplicationsThe similar spelling profiles exhibited by children with autism spectrum disorders and their typically developing peers suggest that these populations may benefit from literacy instruction that targets the same underpinning subskills. En ligne : https://doi.org/10.1177/2396941518803807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Subskills associated with spelling ability in children with and without autism spectrum disorders [Texte imprimé et/ou numérique] / Benjamin BAILEY, Auteur ; Joanne ARCIULI, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsEffective literacy instruction demands a clear understanding of the subskills that underpin children?s reading and writing abilities. Some previous research on reading has questioned whether the same subskills support literacy acquisition for typically developing children and children with autism spectrum disorders. This study examined the subskills associated with spelling ability in a group of 20 children with ASD aged 5?12 years (ASD group). A group of 20 typically developing children matched for age and word spelling accuracy (TD group) provided comparative data.MethodsParticipants completed standardised assessments of vocabulary, phonological awareness, letter knowledge and word spelling. Errors produced in response to the word spelling assessment were analysed for evidence of phonological awareness. In addition, all spelling attempts were analysed for evidence of phonological, orthographic, and morphological awareness, ?linguistic awareness?, using the Computerised Spelling Sensitivity System.ResultsCorrelation and regression analyses showed statistically significant relationships between phonological awareness and word spelling accuracy for children in the ASD and TD groups. Spelling errors produced by both groups contained evidence of phonological awareness. Analysis of all spelling attempts showed that the overall level of linguistic awareness encoded by children in the ASD and TD groups was not significantly different.ConclusionsThese findings provide evidence that phonological awareness and other subskills support spelling in children with autism spectrum disorders as they do in typically developing children.ImplicationsThe similar spelling profiles exhibited by children with autism spectrum disorders and their typically developing peers suggest that these populations may benefit from literacy instruction that targets the same underpinning subskills. En ligne : https://doi.org/10.1177/2396941518803807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Memory, learning and language in autism spectrum disorder / Jill BOUCHER in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Memory, learning and language in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jill BOUCHER, Auteur ; Sophie ANNS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThe ?dual-systems? model of language acquisition has been used by Ullman et al. to explain patterns of strength and weakness in the language of higher-functioning people with autism spectrum disorder. Specifically, intact declarative/explicit learning is argued to compensate for a deficit in non-declarative/implicit procedural learning, constituting an example of the so-called see-saw effect. Ullman and Pullman extended their argument concerning a see-saw effect on language in autism spectrum disorder to cover other perceived anomalies of behaviour, including impaired acquisition of social skills. The aim of this paper is to present a critique of Ullman et al.?s claims and to propose an alternative model of links between memory systems and language in autism spectrum disorder.Main contributionWe argue that a four-system model of learning, in which intact semantic and procedural memory are used to compensate for weaknesses in episodic memory and perceptual learning, can better explain patterns of language ability across the autistic spectrum. We also argue that attempts to generalise the ?impaired implicit learning/spared declarative learning? theory to other behaviours in autism spectrum disorder are unsustainable.ConclusionsClinically significant language impairments in autism spectrum disorder are under-researched, despite their impact on everyday functioning and quality of life. The relative paucity of research findings in this area lays it open to speculative interpretation which may be misleading.ImplicationsMore research is needed into links between memory/learning systems and language impairments across the spectrum. Improved understanding should inform therapeutic intervention and contribute to investigation of the causes of language impairment in autism spectrum disorder with potential implications for prevention. En ligne : https://doi.org/10.1177/2396941517742078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Memory, learning and language in autism spectrum disorder [Texte imprimé et/ou numérique] / Jill BOUCHER, Auteur ; Sophie ANNS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsThe ?dual-systems? model of language acquisition has been used by Ullman et al. to explain patterns of strength and weakness in the language of higher-functioning people with autism spectrum disorder. Specifically, intact declarative/explicit learning is argued to compensate for a deficit in non-declarative/implicit procedural learning, constituting an example of the so-called see-saw effect. Ullman and Pullman extended their argument concerning a see-saw effect on language in autism spectrum disorder to cover other perceived anomalies of behaviour, including impaired acquisition of social skills. The aim of this paper is to present a critique of Ullman et al.?s claims and to propose an alternative model of links between memory systems and language in autism spectrum disorder.Main contributionWe argue that a four-system model of learning, in which intact semantic and procedural memory are used to compensate for weaknesses in episodic memory and perceptual learning, can better explain patterns of language ability across the autistic spectrum. We also argue that attempts to generalise the ?impaired implicit learning/spared declarative learning? theory to other behaviours in autism spectrum disorder are unsustainable.ConclusionsClinically significant language impairments in autism spectrum disorder are under-researched, despite their impact on everyday functioning and quality of life. The relative paucity of research findings in this area lays it open to speculative interpretation which may be misleading.ImplicationsMore research is needed into links between memory/learning systems and language impairments across the spectrum. Improved understanding should inform therapeutic intervention and contribute to investigation of the causes of language impairment in autism spectrum disorder with potential implications for prevention. En ligne : https://doi.org/10.1177/2396941517742078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder / Amanda BRIGNELL in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Angela T. MORGAN, Auteur ; Susan WOOLFENDEN, Auteur ; Felicity KLOPPER, Auteur ; Tamara MAY, Auteur ; Vanessa SARKOZY, Auteur ; Katrina WILLIAMS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BackgroundLanguage difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder.MethodA comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for ?12 months and had ?30 participants. Risk of bias was assessed.ResultsFifty-four studies (N=5064) met inclusion criteria. Language outcomes were standardised assessments (n=35), notation of presence/absence of verbal language (n=11) or both (n=8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n=24/25; 96%) studies reporting standard scores, individuals (aged???11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some ?catch up? over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5?32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of follow-up did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language.ConclusionDespite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some ?catchup? over time.ImplicationsThis review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level. En ligne : https://doi.org/10.1177/2396941518767610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Angela T. MORGAN, Auteur ; Susan WOOLFENDEN, Auteur ; Felicity KLOPPER, Auteur ; Tamara MAY, Auteur ; Vanessa SARKOZY, Auteur ; Katrina WILLIAMS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : BackgroundLanguage difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder.MethodA comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for ?12 months and had ?30 participants. Risk of bias was assessed.ResultsFifty-four studies (N=5064) met inclusion criteria. Language outcomes were standardised assessments (n=35), notation of presence/absence of verbal language (n=11) or both (n=8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n=24/25; 96%) studies reporting standard scores, individuals (aged???11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some ?catch up? over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5?32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of follow-up did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language.ConclusionDespite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some ?catchup? over time.ImplicationsThis review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level. En ligne : https://doi.org/10.1177/2396941518767610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Comprehension of novel metaphor in young children with Developmental Language Disorder / Daniela BÜHLER in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Comprehension of novel metaphor in young children with Developmental Language Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Daniela BÜHLER, Auteur ; Alexandra PEROVIC, Auteur ; Nausicaa POUSCOULOUS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsDifficulties with aspects of morphosyntax, phonology and/or vocabulary are the hallmark of Development Language Disorder (DLD). Yet, little is known about the linguistic-pragmatic abilities of young children with DLD. Previous studies suggest that children with DLD are experiencing difficulties with idioms, sayings and slang expressions, often interpreting them in a literal or unconventional fashion. However, it is unclear whether this is caused by difficulties to make pragmatic inferences in general or whether it stems from their semantic abilities. We therefore investigated novel metaphor understanding in young children with and without DLD.MethodsWe assessed novel metaphor comprehension using a reference assignment task with 15 children with DLD diagnoses (ages 42?49 months) as well as typically developing peers matched on chronological age (n=15) and on language (n=15).ResultsChildren with DLD performed worse than their age-matched peers but in a comparable manner to the (younger) language-matched typically developing children. Performance was not related to non-verbal intelligence in the children with DLD.ConclusionThe findings indicate that young children with DLD have difficulties with metaphor comprehension but also suggest that these difficulties are in line with their general language difficulties and linked to their overall linguistic competence rather than reflecting additional specific issues with deriving pragmatic inferences.ImplicationsOur study adds to a growing body of literature showing that children with low language abilities are also likely to display more difficulties in understanding figurative language independently of any other symptomatology of their clinical diagnosis. It also supports the argument that deficits in the pragmatic domain are a secondary impairment rather than a core deficit in children with DLD. Nonetheless, children with DLD do show difficulties in understanding metaphors. Understanding figurative language is necessary for everyday communication and should therefore be targeted alongside traditional treatments by clinicians treating children with DLD. En ligne : https://doi.org/10.1177/2396941518817229 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Comprehension of novel metaphor in young children with Developmental Language Disorder [Texte imprimé et/ou numérique] / Daniela BÜHLER, Auteur ; Alexandra PEROVIC, Auteur ; Nausicaa POUSCOULOUS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsDifficulties with aspects of morphosyntax, phonology and/or vocabulary are the hallmark of Development Language Disorder (DLD). Yet, little is known about the linguistic-pragmatic abilities of young children with DLD. Previous studies suggest that children with DLD are experiencing difficulties with idioms, sayings and slang expressions, often interpreting them in a literal or unconventional fashion. However, it is unclear whether this is caused by difficulties to make pragmatic inferences in general or whether it stems from their semantic abilities. We therefore investigated novel metaphor understanding in young children with and without DLD.MethodsWe assessed novel metaphor comprehension using a reference assignment task with 15 children with DLD diagnoses (ages 42?49 months) as well as typically developing peers matched on chronological age (n=15) and on language (n=15).ResultsChildren with DLD performed worse than their age-matched peers but in a comparable manner to the (younger) language-matched typically developing children. Performance was not related to non-verbal intelligence in the children with DLD.ConclusionThe findings indicate that young children with DLD have difficulties with metaphor comprehension but also suggest that these difficulties are in line with their general language difficulties and linked to their overall linguistic competence rather than reflecting additional specific issues with deriving pragmatic inferences.ImplicationsOur study adds to a growing body of literature showing that children with low language abilities are also likely to display more difficulties in understanding figurative language independently of any other symptomatology of their clinical diagnosis. It also supports the argument that deficits in the pragmatic domain are a secondary impairment rather than a core deficit in children with DLD. Nonetheless, children with DLD do show difficulties in understanding metaphors. Understanding figurative language is necessary for everyday communication and should therefore be targeted alongside traditional treatments by clinicians treating children with DLD. En ligne : https://doi.org/10.1177/2396941518817229 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Prosodic traits in speech produced by children with autism spectrum disorders – Perceptual and acoustic measurements / SvenOlof DAHLGREN in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Prosodic traits in speech produced by children with autism spectrum disorders – Perceptual and acoustic measurements Type de document : Texte imprimé et/ou numérique Auteurs : SvenOlof DAHLGREN, Auteur ; Annika D. SANDBERG, Auteur ; Sofia STRÖMBERGSSON, Auteur ; Lena WENHOV, Auteur ; Maria RASTAM, Auteur ; Ulrika NETTELBLADT, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BackgroundAutism spectrum disorder has been associated with atypical voice characteristics and prosody. In the scientific literature, four different aspects of atypical speech production in autism spectrum disorder have been highlighted; voice quality together with the prosodic aspects pitch, duration and intensity. Studies of prosody in autism spectrum disorder have almost exclusively used perceptual methods. Recently, some studies have used acoustic analyses. In these studies, it has been pointed out that the acoustic differences found are not necessarily perceived as atypical by listeners, which is why it is important to let listeners evaluate perceptual correlates to acoustic findings. The aims of this study were to use both perceptual and acoustic analyses to study prosodic production in children with autism spectrum disorder and to examine if voice and speech characteristics could be used as clinical markers for autism spectrum disorder.MethodEleven children within normal range of intelligence diagnosed with autism spectrum disorder and 11 children with typical development participated. Every child was recorded telling a story elicited with the expression, reception and recall of narrative instrument. Excerpts of one minute were extracted from the audio files creating the material underlying the perceptual ratings and in the acoustic analysis. An evaluation procedure, partly based on a standardized voice evaluation procedure developed for clinical practice in Sweden, was designed for the perceptual judgments and analysis. To capture critical prosodic variables, aspects of prosody based on characteristic features of Swedish prosody, prosodic features known to cause Swedish children with language impairment particular problems and current research of prosodic impairments in children with autism, were used as rating variables. The acoustic analysis was based on the four variables fundamental frequency (fo) average, fo range, fo variation and speech rate, together with the language production-related variable number of words per utterance.ResultsIn the acoustic analysis, no differences were found with regards to fo-related variables or speech rate. However, the children in the autism spectrum disorder-group produced significantly more words per utterance than the typically developing children. The perceptual analysis showed no differences between the groups. Only three children with autism spectrum disorder were correctly identified as such. The narrative ability of these children, according to scores on the narrative assessment profile, was poorer than that of the other eight children. They were also more atypical in fluency and in speech rate. Given the small sample, the results should be interpreted with caution.Conclusions and implicationsThe only difference in prosodic production discovered in the acoustic analysis, namely that children with autism spectrum disorder used more words per utterance than the children in the comparison group, was not detected in the perceptual assessment. This implies that it was not perceived as atypical by expert listeners. The results indicate difficulties in using voice and speech characteristics as markers of autism spectrum disorder in clinical settings. The correct identification of some of the children as having autism spectrum disorder or not also indicates that some children with autism spectrum disorder have a prosodic production sufficiently ?atypical? in combination with a limited ability to tell stories to be perceived. En ligne : https://doi.org/10.1177/2396941518764527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Prosodic traits in speech produced by children with autism spectrum disorders – Perceptual and acoustic measurements [Texte imprimé et/ou numérique] / SvenOlof DAHLGREN, Auteur ; Annika D. SANDBERG, Auteur ; Sofia STRÖMBERGSSON, Auteur ; Lena WENHOV, Auteur ; Maria RASTAM, Auteur ; Ulrika NETTELBLADT, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : BackgroundAutism spectrum disorder has been associated with atypical voice characteristics and prosody. In the scientific literature, four different aspects of atypical speech production in autism spectrum disorder have been highlighted; voice quality together with the prosodic aspects pitch, duration and intensity. Studies of prosody in autism spectrum disorder have almost exclusively used perceptual methods. Recently, some studies have used acoustic analyses. In these studies, it has been pointed out that the acoustic differences found are not necessarily perceived as atypical by listeners, which is why it is important to let listeners evaluate perceptual correlates to acoustic findings. The aims of this study were to use both perceptual and acoustic analyses to study prosodic production in children with autism spectrum disorder and to examine if voice and speech characteristics could be used as clinical markers for autism spectrum disorder.MethodEleven children within normal range of intelligence diagnosed with autism spectrum disorder and 11 children with typical development participated. Every child was recorded telling a story elicited with the expression, reception and recall of narrative instrument. Excerpts of one minute were extracted from the audio files creating the material underlying the perceptual ratings and in the acoustic analysis. An evaluation procedure, partly based on a standardized voice evaluation procedure developed for clinical practice in Sweden, was designed for the perceptual judgments and analysis. To capture critical prosodic variables, aspects of prosody based on characteristic features of Swedish prosody, prosodic features known to cause Swedish children with language impairment particular problems and current research of prosodic impairments in children with autism, were used as rating variables. The acoustic analysis was based on the four variables fundamental frequency (fo) average, fo range, fo variation and speech rate, together with the language production-related variable number of words per utterance.ResultsIn the acoustic analysis, no differences were found with regards to fo-related variables or speech rate. However, the children in the autism spectrum disorder-group produced significantly more words per utterance than the typically developing children. The perceptual analysis showed no differences between the groups. Only three children with autism spectrum disorder were correctly identified as such. The narrative ability of these children, according to scores on the narrative assessment profile, was poorer than that of the other eight children. They were also more atypical in fluency and in speech rate. Given the small sample, the results should be interpreted with caution.Conclusions and implicationsThe only difference in prosodic production discovered in the acoustic analysis, namely that children with autism spectrum disorder used more words per utterance than the children in the comparison group, was not detected in the perceptual assessment. This implies that it was not perceived as atypical by expert listeners. The results indicate difficulties in using voice and speech characteristics as markers of autism spectrum disorder in clinical settings. The correct identification of some of the children as having autism spectrum disorder or not also indicates that some children with autism spectrum disorder have a prosodic production sufficiently ?atypical? in combination with a limited ability to tell stories to be perceived. En ligne : https://doi.org/10.1177/2396941518764527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder / Meghan M. DAVIDSON in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background & aimsAnecdotal evidence suggests that individuals with autism spectrum disorder prefer non-fiction books over fiction books. The current study was the first to investigate parent-reports of children with autism spectrum disorder?s fiction and non-fiction book preferences and whether these relate to individual differences in social communication, oral language, and/or reading abilities.MethodChildren (ages 8?14 years, M=10.89, SD=1.17) with autism spectrum disorder diagnoses (n=19) and typically developing peers (n=21) participated. Children completed standardized measures of social communication, oral language, and reading abilities. Parents reported children?s current favorite book, and from these responses, we coded children?s fiction versus non-fiction book preferences.Main contributionContrary to anecdotal evidence, children with autism spectrum disorder preferred fiction similar to their typically developing peers. Fiction versus non-fiction book preference was significantly related to social communication abilities across both groups. Children?s oral language and reading abilities were related, as expected, but the evidence for a relationship between social communication and reading comprehension was mixed.ConclusionsThis study provides preliminary evidence supporting the association of social communication in fiction versus non-fiction book preference, which may be related to children?s comprehension and support the theoretical role of social communication knowledge in narrative/fiction.ImplicationsIt should not be assumed that all children with autism spectrum disorder prefer expository/non-fiction or do not read narrative/fiction. Children who prefer non-fiction may need additional social communication knowledge support to improve their understanding of narrative fiction. En ligne : https://doi.org/10.1177/2396941518806109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder [Texte imprimé et/ou numérique] / Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background & aimsAnecdotal evidence suggests that individuals with autism spectrum disorder prefer non-fiction books over fiction books. The current study was the first to investigate parent-reports of children with autism spectrum disorder?s fiction and non-fiction book preferences and whether these relate to individual differences in social communication, oral language, and/or reading abilities.MethodChildren (ages 8?14 years, M=10.89, SD=1.17) with autism spectrum disorder diagnoses (n=19) and typically developing peers (n=21) participated. Children completed standardized measures of social communication, oral language, and reading abilities. Parents reported children?s current favorite book, and from these responses, we coded children?s fiction versus non-fiction book preferences.Main contributionContrary to anecdotal evidence, children with autism spectrum disorder preferred fiction similar to their typically developing peers. Fiction versus non-fiction book preference was significantly related to social communication abilities across both groups. Children?s oral language and reading abilities were related, as expected, but the evidence for a relationship between social communication and reading comprehension was mixed.ConclusionsThis study provides preliminary evidence supporting the association of social communication in fiction versus non-fiction book preference, which may be related to children?s comprehension and support the theoretical role of social communication knowledge in narrative/fiction.ImplicationsIt should not be assumed that all children with autism spectrum disorder prefer expository/non-fiction or do not read narrative/fiction. Children who prefer non-fiction may need additional social communication knowledge support to improve their understanding of narrative fiction. En ligne : https://doi.org/10.1177/2396941518806109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Verbal and nonverbal outcomes of toddlers with and without autism spectrum disorder, language delay, and global developmental delay / Abigail D. DELEHANTY in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Verbal and nonverbal outcomes of toddlers with and without autism spectrum disorder, language delay, and global developmental delay Type de document : Texte imprimé et/ou numérique Auteurs : Abigail D. DELEHANTY, Auteur ; Sheri T. STRONACH, Auteur ; Whitney GUTHRIE, Auteur ; Elizabeth SLATE, Auteur ; Amy M. WETHERBY, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and AimsChildren with autism spectrum disorder (ASD) exhibit a heterogeneous clinical phenotype with wide variability in their language and intellectual profiles that complicates efforts at early detection. There is limited research examining observational measures to characterize differences between young children with and without ASD and co-occurring language delay (LD) and global developmental delay (GDD). The first aim of this study was to compare early social communication measured in the second year of life in children diagnosed at age 3 with ASD, developmental delays (DD), and typical development (TD). The second aim was to compare early social communication in six subgroups of children: ASD, ASD+LD, ASD+GDD, LD, GDD, and TD. Our third aim was to determine the collective and unique contributions of early social communication to predict verbal and nonverbal developmental outcomes at three years of age for children with and without ASD.MethodsAnalyses of covariance controlling for maternal education were employed to examine group differences in social communication in 431 toddlers recruited through screening in primary care. Multiple linear regression analyses were conducted to evaluate associations between the Communication and Symbolic Behavior Scales (CSBS) Behavior Sample composite standard scores and Mullen Scales of Early Learning T scores for children with and without ASD.ResultsDistinct patterns of early social communication were evident by 20 months. Children with TD differed significantly from children with ASD and DD on all three CSBS Behavior Sample composites. Children with ASD had significantly lower scores than those with DD and TD on the social and symbolic composites. Among the six subgroups, all three composites of the CSBS Behavior Sample differentiated children with TD from all other subgroups. Children with ASD+GDD scored significantly lower than all other subgroups on social and symbolic composites. Patterns of social communication emerged for children with and without ASD, which held among subgroups divided by developmental level. The CSBS Behavior Sample social and symbolic composites contributed unique variance in predicting developmental outcomes in both groups. The speech composite contributed unique variance to expressive language, receptive language, and visual reception in children without ASD, and contributed uniquely to expressive language only for children with ASD.ConclusionsThe CSBS Behavior Sample, an observational measure for children aged 12?24 months, detected social communication delays and explained a significant amount of variance in verbal and nonverbal outcomes a year later in this large sample of young children grouped by ASD diagnosis and developmental level.ImplicationsIn light of the continued search for early predictors of ASD and developmental delay, our findings underscore the importance of monitoring early social communication skills, including the expression of emotions, eye gaze, gestures, rate of communication, joint attention, understanding words, and object use in play. There is a need for clinical utility of screening and evaluation tools that can detect social communication delays in very young children. This would enable intervention for infants and toddlers who show social communication delays which may be early signs for ASD or other DD, rather than waiting to confirm a formal diagnosis. En ligne : https://doi.org/10.1177/2396941518764764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Verbal and nonverbal outcomes of toddlers with and without autism spectrum disorder, language delay, and global developmental delay [Texte imprimé et/ou numérique] / Abigail D. DELEHANTY, Auteur ; Sheri T. STRONACH, Auteur ; Whitney GUTHRIE, Auteur ; Elizabeth SLATE, Auteur ; Amy M. WETHERBY, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and AimsChildren with autism spectrum disorder (ASD) exhibit a heterogeneous clinical phenotype with wide variability in their language and intellectual profiles that complicates efforts at early detection. There is limited research examining observational measures to characterize differences between young children with and without ASD and co-occurring language delay (LD) and global developmental delay (GDD). The first aim of this study was to compare early social communication measured in the second year of life in children diagnosed at age 3 with ASD, developmental delays (DD), and typical development (TD). The second aim was to compare early social communication in six subgroups of children: ASD, ASD+LD, ASD+GDD, LD, GDD, and TD. Our third aim was to determine the collective and unique contributions of early social communication to predict verbal and nonverbal developmental outcomes at three years of age for children with and without ASD.MethodsAnalyses of covariance controlling for maternal education were employed to examine group differences in social communication in 431 toddlers recruited through screening in primary care. Multiple linear regression analyses were conducted to evaluate associations between the Communication and Symbolic Behavior Scales (CSBS) Behavior Sample composite standard scores and Mullen Scales of Early Learning T scores for children with and without ASD.ResultsDistinct patterns of early social communication were evident by 20 months. Children with TD differed significantly from children with ASD and DD on all three CSBS Behavior Sample composites. Children with ASD had significantly lower scores than those with DD and TD on the social and symbolic composites. Among the six subgroups, all three composites of the CSBS Behavior Sample differentiated children with TD from all other subgroups. Children with ASD+GDD scored significantly lower than all other subgroups on social and symbolic composites. Patterns of social communication emerged for children with and without ASD, which held among subgroups divided by developmental level. The CSBS Behavior Sample social and symbolic composites contributed unique variance in predicting developmental outcomes in both groups. The speech composite contributed unique variance to expressive language, receptive language, and visual reception in children without ASD, and contributed uniquely to expressive language only for children with ASD.ConclusionsThe CSBS Behavior Sample, an observational measure for children aged 12?24 months, detected social communication delays and explained a significant amount of variance in verbal and nonverbal outcomes a year later in this large sample of young children grouped by ASD diagnosis and developmental level.ImplicationsIn light of the continued search for early predictors of ASD and developmental delay, our findings underscore the importance of monitoring early social communication skills, including the expression of emotions, eye gaze, gestures, rate of communication, joint attention, understanding words, and object use in play. There is a need for clinical utility of screening and evaluation tools that can detect social communication delays in very young children. This would enable intervention for infants and toddlers who show social communication delays which may be early signs for ASD or other DD, rather than waiting to confirm a formal diagnosis. En ligne : https://doi.org/10.1177/2396941518764764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study / Claire L. FORREST in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study Type de document : Texte imprimé et/ou numérique Auteurs : Claire L. FORREST, Auteur ; Jenny L. GIBSON, Auteur ; Sarah L. HALLIGAN, Auteur ; Michelle C. ST CLAIR, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimIndividuals with developmental language disorder have been found to exhibit increased emotional difficulties compared to their typically developed peers. However, the underlying pathways involved in this relationship are unclear. It may be that poor language leads to social exclusion, resulting in feelings of frustration and isolation. Additionally, previous research has focused on clinical samples or early childhood in population cohorts. Therefore, the current paper examines the mediating effect of childhood peer problems on poor emotional outcomes in adolescence using a population cohort.MethodsData from the Millennium Cohort Study were analysed at ages 5, 7 and 14. The risk of developmental language disorder group (children considered at risk of developing developmental language disorder based on parental report of difficulties or a score ?1.5 standard deviation on Naming Vocabulary subtest at age 5) was compared to a general population group. A Sobel?Goodman test was used to examine the mediating effect of teacher-reported peer problems at age 7 on the association between language difficulties at age 5 and parent-reported emotional problems at age 7 and 14.ResultsPeer problems at age 7 accounted for approximately 14% of the effect of language difficulties at age 5 on emotional problems at age 7, and approximately 17% of the effect of language difficulties at age 5 on emotional problems at age 14.ConclusionsThis paper supports previous findings that children and adolescents with language difficulties are at increased risk for social and emotional problems as reported by their parents and teachers. Furthermore, the findings show that peer problems partially mediate the relationship between language difficulties and emotional problems, suggesting that better relationships with peers may offer some protection against poor mental health outcomes in adolescents at risk of developmental language disorder.ImplicationsThis paper adds to the literature that investigates the mechanisms involved in the relationship between developmental language disorder and increased emotional problems. Practitioners wishing to reduce risk of emotional difficulties in children with developmental language disorder may wish to reflect on what they can do to support a child to develop positive peer relationships. En ligne : https://doi.org/10.1177/2396941518795392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study [Texte imprimé et/ou numérique] / Claire L. FORREST, Auteur ; Jenny L. GIBSON, Auteur ; Sarah L. HALLIGAN, Auteur ; Michelle C. ST CLAIR, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimIndividuals with developmental language disorder have been found to exhibit increased emotional difficulties compared to their typically developed peers. However, the underlying pathways involved in this relationship are unclear. It may be that poor language leads to social exclusion, resulting in feelings of frustration and isolation. Additionally, previous research has focused on clinical samples or early childhood in population cohorts. Therefore, the current paper examines the mediating effect of childhood peer problems on poor emotional outcomes in adolescence using a population cohort.MethodsData from the Millennium Cohort Study were analysed at ages 5, 7 and 14. The risk of developmental language disorder group (children considered at risk of developing developmental language disorder based on parental report of difficulties or a score ?1.5 standard deviation on Naming Vocabulary subtest at age 5) was compared to a general population group. A Sobel?Goodman test was used to examine the mediating effect of teacher-reported peer problems at age 7 on the association between language difficulties at age 5 and parent-reported emotional problems at age 7 and 14.ResultsPeer problems at age 7 accounted for approximately 14% of the effect of language difficulties at age 5 on emotional problems at age 7, and approximately 17% of the effect of language difficulties at age 5 on emotional problems at age 14.ConclusionsThis paper supports previous findings that children and adolescents with language difficulties are at increased risk for social and emotional problems as reported by their parents and teachers. Furthermore, the findings show that peer problems partially mediate the relationship between language difficulties and emotional problems, suggesting that better relationships with peers may offer some protection against poor mental health outcomes in adolescents at risk of developmental language disorder.ImplicationsThis paper adds to the literature that investigates the mechanisms involved in the relationship between developmental language disorder and increased emotional problems. Practitioners wishing to reduce risk of emotional difficulties in children with developmental language disorder may wish to reflect on what they can do to support a child to develop positive peer relationships. En ligne : https://doi.org/10.1177/2396941518795392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Impaired implicit learning of syntactic structure in children with developmental language disorder: Evidence from syntactic priming / Maria GARRAFFA in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Impaired implicit learning of syntactic structure in children with developmental language disorder: Evidence from syntactic priming Type de document : Texte imprimé et/ou numérique Auteurs : Maria GARRAFFA, Auteur ; Moreno I. COCO, Auteur ; Holly P. BRANIGAN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsImplicit learning mechanisms associated with detecting structural regularities have been proposed to underlie both the long-term acquisition of linguistic structure and a short-term tendency to repeat linguistic structure across sentences (structural priming) in typically developing children. Recent research has suggested that a deficit in such mechanisms may explain the inconsistent trajectory of language learning displayed by children with Developmental Learning Disorder. We used a structural priming paradigm to investigate whether a group of children with Developmental Learning Disorder showed impaired implicit learning of syntax (syntactic priming) following individual syntactic experiences, and the time course of any such effects.MethodsFive- to six-year-old Italian-speaking children with Developmental Learning Disorder and typically developing age-matched and language-matched controls played a picture-description-matching game with an experimenter. The experimenter?s descriptions were systematically manipulated so that children were exposed to both active and passive structures, in a randomized order. We investigated whether children?s descriptions used the same abstract syntax (active or passive) as the experimenter had used on an immediately preceding turn (no-delay) or three turns earlier (delay). We further examined whether children?s syntactic production changed with increasing experience of passives within the experiment.ResultsChildren with Developmental Learning Disorder?s syntactic production was influenced by the syntax of the experimenter?s descriptions in the same way as typically developing language-matched children, but showed a different pattern from typically developing age-matched children. Children with Developmental Learning Disorder were more likely to produce passive syntax immediately after hearing a passive sentence than an active sentence, but this tendency was smaller than in typically developing age-matched children. After two intervening sentences, children with Developmental Learning Disorder no longer showed a significant syntactic priming effect, whereas typically developing age-matched children did. None of the groups showed a significant effect of cumulative syntactic experience.ConclusionsChildren with Developmental Learning Disorder show a pattern of syntactic priming effects that is consistent with an impairment in implicit learning mechanisms that are associated with the detection and extraction of abstract structural regularities in linguistic input. Results suggest that this impairment involves reduced initial learning from each syntactic experience, rather than atypically rapid decay following intact initial learning.ImplicationsChildren with Developmental Learning Disorder may learn less from each linguistic experience than typically developing children, and so require more input to achieve the same learning outcome with respect to syntax. Structural priming is an effective technique for manipulating both input quality and quantity to determine precisely how Developmental Learning Disorder is related to language input, and to investigate how input tailored to take into account the cognitive profile of this population can be optimised in designing interventions. En ligne : https://doi.org/10.1177/2396941518779939 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Impaired implicit learning of syntactic structure in children with developmental language disorder: Evidence from syntactic priming [Texte imprimé et/ou numérique] / Maria GARRAFFA, Auteur ; Moreno I. COCO, Auteur ; Holly P. BRANIGAN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsImplicit learning mechanisms associated with detecting structural regularities have been proposed to underlie both the long-term acquisition of linguistic structure and a short-term tendency to repeat linguistic structure across sentences (structural priming) in typically developing children. Recent research has suggested that a deficit in such mechanisms may explain the inconsistent trajectory of language learning displayed by children with Developmental Learning Disorder. We used a structural priming paradigm to investigate whether a group of children with Developmental Learning Disorder showed impaired implicit learning of syntax (syntactic priming) following individual syntactic experiences, and the time course of any such effects.MethodsFive- to six-year-old Italian-speaking children with Developmental Learning Disorder and typically developing age-matched and language-matched controls played a picture-description-matching game with an experimenter. The experimenter?s descriptions were systematically manipulated so that children were exposed to both active and passive structures, in a randomized order. We investigated whether children?s descriptions used the same abstract syntax (active or passive) as the experimenter had used on an immediately preceding turn (no-delay) or three turns earlier (delay). We further examined whether children?s syntactic production changed with increasing experience of passives within the experiment.ResultsChildren with Developmental Learning Disorder?s syntactic production was influenced by the syntax of the experimenter?s descriptions in the same way as typically developing language-matched children, but showed a different pattern from typically developing age-matched children. Children with Developmental Learning Disorder were more likely to produce passive syntax immediately after hearing a passive sentence than an active sentence, but this tendency was smaller than in typically developing age-matched children. After two intervening sentences, children with Developmental Learning Disorder no longer showed a significant syntactic priming effect, whereas typically developing age-matched children did. None of the groups showed a significant effect of cumulative syntactic experience.ConclusionsChildren with Developmental Learning Disorder show a pattern of syntactic priming effects that is consistent with an impairment in implicit learning mechanisms that are associated with the detection and extraction of abstract structural regularities in linguistic input. Results suggest that this impairment involves reduced initial learning from each syntactic experience, rather than atypically rapid decay following intact initial learning.ImplicationsChildren with Developmental Learning Disorder may learn less from each linguistic experience than typically developing children, and so require more input to achieve the same learning outcome with respect to syntax. Structural priming is an effective technique for manipulating both input quality and quantity to determine precisely how Developmental Learning Disorder is related to language input, and to investigate how input tailored to take into account the cognitive profile of this population can be optimised in designing interventions. En ligne : https://doi.org/10.1177/2396941518779939 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people / Craig GOODALL in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people Type de document : Texte imprimé et/ou numérique Auteurs : Craig GOODALL, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimMore autistic young people are being educated in mainstream schools. While existing research suggests that the outcomes of mainstream inclusion are mixed for autistic young people, few studies have examined their views and experiences directly. This article discusses the educational experiences of 12 autistic young people (aged 11?17 years) from their perspectives and how education could be improved to better support the others with autism.MethodsA flexible qualitative participatory approach was used which incorporated a range of methods, including individual semi-structured interviews, diamond ranking activities and draw-and-tell activities. A Children?s Research Advisory Group (CRAG) advised on the methods used and matters to be explored.ResultsThe young people offered insights into how education has been for them in mainstream school, mostly negative, but with islets of positive experience. Several described themselves as being socially, emotionally and physically isolated from peers, with loneliness and bullying experienced by some. Participants felt unsupported and misunderstood by teachers within a social and sensory environment that was antithetical to their needs. Some spoke of the dread they felt before and during school and the negative impact their experiences in mainstream has had on their wellbeing. Many participants suggested simple strategies and curriculum adaptations that they felt would have helped make their time at mainstream more successful. These include having more breaks, smaller class sizes, less homework, instructions broken down, safe places to use when anxious and teachers who listen to their concerns and take account of their needs. In short they want to be understood, supported and included.ConclusionsThere exists scope to better support autistic young people in mainstream education, as evidenced by the literature and the participants in this paper. The participants demonstrate that mainstream is not working for all and that changes, such as smaller class sizes, flexible pedagogy and understanding could improve education for autistic learners.ImplicationsAutistic young people can and should be central to the discussion on school improvement. They also show that being academically able for mainstream school should not be the only aspect when deciding on the suitability of mainstream school for meeting their needs. The young person?s social and emotional wellbeing must be considered to ensure they can flourish, and not flounder. En ligne : https://doi.org/10.1177/2396941518804407 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people [Texte imprimé et/ou numérique] / Craig GOODALL, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimMore autistic young people are being educated in mainstream schools. While existing research suggests that the outcomes of mainstream inclusion are mixed for autistic young people, few studies have examined their views and experiences directly. This article discusses the educational experiences of 12 autistic young people (aged 11?17 years) from their perspectives and how education could be improved to better support the others with autism.MethodsA flexible qualitative participatory approach was used which incorporated a range of methods, including individual semi-structured interviews, diamond ranking activities and draw-and-tell activities. A Children?s Research Advisory Group (CRAG) advised on the methods used and matters to be explored.ResultsThe young people offered insights into how education has been for them in mainstream school, mostly negative, but with islets of positive experience. Several described themselves as being socially, emotionally and physically isolated from peers, with loneliness and bullying experienced by some. Participants felt unsupported and misunderstood by teachers within a social and sensory environment that was antithetical to their needs. Some spoke of the dread they felt before and during school and the negative impact their experiences in mainstream has had on their wellbeing. Many participants suggested simple strategies and curriculum adaptations that they felt would have helped make their time at mainstream more successful. These include having more breaks, smaller class sizes, less homework, instructions broken down, safe places to use when anxious and teachers who listen to their concerns and take account of their needs. In short they want to be understood, supported and included.ConclusionsThere exists scope to better support autistic young people in mainstream education, as evidenced by the literature and the participants in this paper. The participants demonstrate that mainstream is not working for all and that changes, such as smaller class sizes, flexible pedagogy and understanding could improve education for autistic learners.ImplicationsAutistic young people can and should be central to the discussion on school improvement. They also show that being academically able for mainstream school should not be the only aspect when deciding on the suitability of mainstream school for meeting their needs. The young person?s social and emotional wellbeing must be considered to ensure they can flourish, and not flounder. En ligne : https://doi.org/10.1177/2396941518804407 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Systematic review of facilitated communication 2014–2018 finds no new evidence that messages delivered using facilitated communication are authored by the person with disability / Bronwyn HEMSLEY in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Systematic review of facilitated communication 2014–2018 finds no new evidence that messages delivered using facilitated communication are authored by the person with disability Type de document : Texte imprimé et/ou numérique Auteurs : Bronwyn HEMSLEY, Auteur ; Lucy BRYANT, Auteur ; Ralf W. SCHLOSSER, Auteur ; Howard C. SHANE, Auteur ; Russell LANG, Auteur ; Diane PAUL, Auteur ; Meher BANAJEE, Auteur ; Marie IRELAND, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsFacilitated Communication (FC) is a technique that involves a person with a disability pointing to letters, pictures, or objects on a keyboard or on a communication board, typically with physical support from a ?facilitator?. Proponents claim that FC reveals previously undetected literacy and communication skills in people with communication disability. However, systematic reviews conducted up to 2014 reveal no evidence that the messages generated using FC are authored by the person with a disability. This study aimed to conduct a systematic review of the literature on FC published between 2014 and 2018 to inform the 2018 update of the 1995 American Speech-Language-Hearing Association Position Statement on FC.MethodA systematic search was undertaken to locate articles about FC in English published in the peer reviewed literature since 2014; and to classify these according to the study design for analysis. Studies meeting the inclusion criteria were classified according to four categories of evidence: (a) quantitative experimental data pertaining to authorship, (b) quantitative descriptive data on messages produced using FC, (c) qualitative data, or (d) commentary material on FC.Main contributionIn total, 18 studies met the inclusion criteria. There were no new empirical studies and no new descriptive quantitative studies addressing the authorship of messages delivered using FC. Three new qualitative studies qualified for inclusion; these did not first establish authorship. Of the 15 new commentary papers on FC located, 14 were critical and one was non-critical. The results could be used to inform the development or update of current position statements on FC held locally, nationally, and globally.ConclusionThere are no new studies on authorship and there remains no evidence that FC is a valid form of communication for individuals with severe communication disabilities. There continue to be no studies available demonstrating that individuals with communication disabilities are the authors of the messages generated using FC. Furthermore, there is substantial peer-reviewed literature that is critical of FC and warns against its use.ImplicationsFC continues to be contested in high profile court cases and its use promoted in school settings and workshops at university campuses in the US. Our empty systematic review will influence both clinical practice and future clinical guidance; most immediately the American Speech-Language-Hearing Association Position Statement on FC and any future guidance issued by the 19 associations worldwide with positions against FC. En ligne : https://doi.org/10.1177/2396941518821570 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Systematic review of facilitated communication 2014–2018 finds no new evidence that messages delivered using facilitated communication are authored by the person with disability [Texte imprimé et/ou numérique] / Bronwyn HEMSLEY, Auteur ; Lucy BRYANT, Auteur ; Ralf W. SCHLOSSER, Auteur ; Howard C. SHANE, Auteur ; Russell LANG, Auteur ; Diane PAUL, Auteur ; Meher BANAJEE, Auteur ; Marie IRELAND, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsFacilitated Communication (FC) is a technique that involves a person with a disability pointing to letters, pictures, or objects on a keyboard or on a communication board, typically with physical support from a ?facilitator?. Proponents claim that FC reveals previously undetected literacy and communication skills in people with communication disability. However, systematic reviews conducted up to 2014 reveal no evidence that the messages generated using FC are authored by the person with a disability. This study aimed to conduct a systematic review of the literature on FC published between 2014 and 2018 to inform the 2018 update of the 1995 American Speech-Language-Hearing Association Position Statement on FC.MethodA systematic search was undertaken to locate articles about FC in English published in the peer reviewed literature since 2014; and to classify these according to the study design for analysis. Studies meeting the inclusion criteria were classified according to four categories of evidence: (a) quantitative experimental data pertaining to authorship, (b) quantitative descriptive data on messages produced using FC, (c) qualitative data, or (d) commentary material on FC.Main contributionIn total, 18 studies met the inclusion criteria. There were no new empirical studies and no new descriptive quantitative studies addressing the authorship of messages delivered using FC. Three new qualitative studies qualified for inclusion; these did not first establish authorship. Of the 15 new commentary papers on FC located, 14 were critical and one was non-critical. The results could be used to inform the development or update of current position statements on FC held locally, nationally, and globally.ConclusionThere are no new studies on authorship and there remains no evidence that FC is a valid form of communication for individuals with severe communication disabilities. There continue to be no studies available demonstrating that individuals with communication disabilities are the authors of the messages generated using FC. Furthermore, there is substantial peer-reviewed literature that is critical of FC and warns against its use.ImplicationsFC continues to be contested in high profile court cases and its use promoted in school settings and workshops at university campuses in the US. Our empty systematic review will influence both clinical practice and future clinical guidance; most immediately the American Speech-Language-Hearing Association Position Statement on FC and any future guidance issued by the 19 associations worldwide with positions against FC. En ligne : https://doi.org/10.1177/2396941518821570 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Predictors of reliable symptom change: Secondary analysis of the Preschool Autism Communication Trial / Kristelle HUDRY in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Predictors of reliable symptom change: Secondary analysis of the Preschool Autism Communication Trial Type de document : Texte imprimé et/ou numérique Auteurs : Kristelle HUDRY, Auteur ; Helen MCCONACHIE, Auteur ; Ann LE COUTEUR, Auteur ; Patricia HOWLIN, Auteur ; Barbara BARRETT, Auteur ; Vicky SLONIMS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsDespite recent gains in the amount and quality of early autism intervention research, identifying what works for whom remains an ongoing challenge. Exploiting data from the Preschool Autism Communication Trial (PACT), we undertook secondary analysis to explore prognostic indicators and predictors of response to one year of PACT therapy versus treatment as usual within this large and rigorously characterised cohort recruited across three UK trial sites.MethodsIn this secondary analysis of variability in child gains on the primary trial outcome measure ? social-communication symptom severity ? we used a pragmatic and data-driven approach to identify a subgroup of children who showed reliable improvement and a subgroup showing clear lack thereof. We then tested which among several baseline child and family factors ? including measures routinely collected in research trials and clinical practice ? varied as a function of child outcome status and treatment group.ResultsGreater baseline child non-verbal ability was a significant prognostic indicator of symptom reduction over time (i.e. irrespective of treatment group). By contrast, parent synchrony presented as marginal predictor, and trial recruitment site as a significant predictor, of differential outcome by treatment group. Specifically, lower parent synchrony showed some association with poorer outcomes for children from families assigned to treatment as usual (but with no such effect for those assigned to PACT). Similarly, children at one recruitment site were more likely to have poorer outcomes if assigned to treatment as usual, compared to children at the same site assigned to PACT.ConclusionsThe current data contribute to an evidence base indicting that early non-verbal ability is a robust indicator of generally better prognosis for young children with autism. Lower parent synchrony and a broadly more deprived socio-geographical context may inform the appropriate targeting of PACT. That is, given that the former factors predicted poorer outcome in children from families assigned to treatment as usual, the receipt of a relatively low-dose, parent-mediated and communication-focused therapy might be developmentally protective for young children with autism. Nevertheless, results from this study also highlight the paucity of meaningful predictors of outcome among routine clinical characterisation measures such as those investigated here.ImplicationsUnderstanding the factors associated with differential treatment outcomes is critical if we are to individualise treatment decisions for children with autism. Inherently tied to this objective is a need to delineate those factors which specifically predict positive response (or lack of response) to one or other treatment option, versus those that indicate generally better (or poorer) prognosis, irrespective of treatment. En ligne : https://doi.org/10.1177/2396941518764760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Predictors of reliable symptom change: Secondary analysis of the Preschool Autism Communication Trial [Texte imprimé et/ou numérique] / Kristelle HUDRY, Auteur ; Helen MCCONACHIE, Auteur ; Ann LE COUTEUR, Auteur ; Patricia HOWLIN, Auteur ; Barbara BARRETT, Auteur ; Vicky SLONIMS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsDespite recent gains in the amount and quality of early autism intervention research, identifying what works for whom remains an ongoing challenge. Exploiting data from the Preschool Autism Communication Trial (PACT), we undertook secondary analysis to explore prognostic indicators and predictors of response to one year of PACT therapy versus treatment as usual within this large and rigorously characterised cohort recruited across three UK trial sites.MethodsIn this secondary analysis of variability in child gains on the primary trial outcome measure ? social-communication symptom severity ? we used a pragmatic and data-driven approach to identify a subgroup of children who showed reliable improvement and a subgroup showing clear lack thereof. We then tested which among several baseline child and family factors ? including measures routinely collected in research trials and clinical practice ? varied as a function of child outcome status and treatment group.ResultsGreater baseline child non-verbal ability was a significant prognostic indicator of symptom reduction over time (i.e. irrespective of treatment group). By contrast, parent synchrony presented as marginal predictor, and trial recruitment site as a significant predictor, of differential outcome by treatment group. Specifically, lower parent synchrony showed some association with poorer outcomes for children from families assigned to treatment as usual (but with no such effect for those assigned to PACT). Similarly, children at one recruitment site were more likely to have poorer outcomes if assigned to treatment as usual, compared to children at the same site assigned to PACT.ConclusionsThe current data contribute to an evidence base indicting that early non-verbal ability is a robust indicator of generally better prognosis for young children with autism. Lower parent synchrony and a broadly more deprived socio-geographical context may inform the appropriate targeting of PACT. That is, given that the former factors predicted poorer outcome in children from families assigned to treatment as usual, the receipt of a relatively low-dose, parent-mediated and communication-focused therapy might be developmentally protective for young children with autism. Nevertheless, results from this study also highlight the paucity of meaningful predictors of outcome among routine clinical characterisation measures such as those investigated here.ImplicationsUnderstanding the factors associated with differential treatment outcomes is critical if we are to individualise treatment decisions for children with autism. Inherently tied to this objective is a need to delineate those factors which specifically predict positive response (or lack of response) to one or other treatment option, versus those that indicate generally better (or poorer) prognosis, irrespective of treatment. En ligne : https://doi.org/10.1177/2396941518764760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Successful passive sentence comprehension among Danish adolescents with autism spectrum disorders / Kristine JENSEN DE LÓPEZ in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Successful passive sentence comprehension among Danish adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kristine JENSEN DE LÓPEZ, Auteur ; Kristen SCHROEDER, Auteur ; Anna GAVARRÓ, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsLanguage abilities vary greatly across children with autism spectrum disorders (ASD). In the present study, we investigate passive sentence comprehension, which has been underexplored among individuals with autism spectrum disorders and found to be delayed among other clinical populations. This study is the first to assess grammatical comprehension among Danish-speaking adolescents with autism spectrum disorders.MethodsFifteen Danish-speaking adolescents with autism (mean age: 14.9 years; age range: 13?18 years) participated in a picture selection task assessing comprehension of passive sentences relative to active sentences. We compared our findings for adolescents with autism spectrum disorders to those of 15 typically developing Danish-speaking adolescents matched for age and nonverbal reasoning as measured by the Matrix subtest of the WISC-IV/WAIS-IV. We also analyzed associations between passive comprehension and nonverbal reasoning.ResultsThe results showed ceiling effects for both groups on all sentence types indicating that Danish adolescents with autism spectrum disorders do not face problems comprehending passive sentences. However, when considering variation within the autism spectrum disorder group, correct passive comprehension was highly significantly associated with nonverbal reasoning for the autism spectrum disorder group (r=.75), while this was not the case for the typically developing adolescents. Analyses of the few errors produced showed a preference for Theta-role reversal errors in the autism spectrum disorder and the typically developing groups.ConclusionsDanish-speaking adolescents with high-functioning autism spectrum disorders do not show impairment in passive sentence comprehension. Correlation analyses however show that for adolescents with autism spectrum disorders, passive sentence comprehension is associated with nonverbal reasoning. We discuss how these results can be viewed as consistent with the few previous studies on passive comprehension in individuals with autism spectrum disorders.ImplicationsOur study provides additional cross-linguistic evidence that passive comprehension is not problematic for individuals with high-functioning autism spectrum disorders. The finding of the relationship between nonverbal reasoning and passive sentence comprehension may inform clinical best practices as children with autism spectrum disorders who underperform in measures of nonverbal reasoning may benefit from additional receptive language screening. En ligne : https://doi.org/10.1177/2396941518761239 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Successful passive sentence comprehension among Danish adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Kristine JENSEN DE LÓPEZ, Auteur ; Kristen SCHROEDER, Auteur ; Anna GAVARRÓ, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsLanguage abilities vary greatly across children with autism spectrum disorders (ASD). In the present study, we investigate passive sentence comprehension, which has been underexplored among individuals with autism spectrum disorders and found to be delayed among other clinical populations. This study is the first to assess grammatical comprehension among Danish-speaking adolescents with autism spectrum disorders.MethodsFifteen Danish-speaking adolescents with autism (mean age: 14.9 years; age range: 13?18 years) participated in a picture selection task assessing comprehension of passive sentences relative to active sentences. We compared our findings for adolescents with autism spectrum disorders to those of 15 typically developing Danish-speaking adolescents matched for age and nonverbal reasoning as measured by the Matrix subtest of the WISC-IV/WAIS-IV. We also analyzed associations between passive comprehension and nonverbal reasoning.ResultsThe results showed ceiling effects for both groups on all sentence types indicating that Danish adolescents with autism spectrum disorders do not face problems comprehending passive sentences. However, when considering variation within the autism spectrum disorder group, correct passive comprehension was highly significantly associated with nonverbal reasoning for the autism spectrum disorder group (r=.75), while this was not the case for the typically developing adolescents. Analyses of the few errors produced showed a preference for Theta-role reversal errors in the autism spectrum disorder and the typically developing groups.ConclusionsDanish-speaking adolescents with high-functioning autism spectrum disorders do not show impairment in passive sentence comprehension. Correlation analyses however show that for adolescents with autism spectrum disorders, passive sentence comprehension is associated with nonverbal reasoning. We discuss how these results can be viewed as consistent with the few previous studies on passive comprehension in individuals with autism spectrum disorders.ImplicationsOur study provides additional cross-linguistic evidence that passive comprehension is not problematic for individuals with high-functioning autism spectrum disorders. The finding of the relationship between nonverbal reasoning and passive sentence comprehension may inform clinical best practices as children with autism spectrum disorders who underperform in measures of nonverbal reasoning may benefit from additional receptive language screening. En ligne : https://doi.org/10.1177/2396941518761239 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories / Evangelia-Chrysanthi KOUKLARI in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories Type de document : Texte imprimé et/ou numérique Auteurs : Evangelia-Chrysanthi KOUKLARI, Auteur ; Stella TSERMENTSELI, Auteur ; Claire P. MONKS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThe development of Executive Function in Autism Spectrum Disorder has been investigated using mainly performance-based executive function measures. Less is known about the development of everyday executive function skills. The present study aimed to identify the developmental patterns of everyday executive function of children and adolescents with autism spectrum disorder compared to neurotypical controls. The association between executive function and adaptive skills was also investigated.MethodsThe present study used a cross-sectional developmental trajectory approach and data were collected from 57 children and adolescents with autism spectrum disorder, matched to 63 controls of the same age (7?15 years).ResultsResults showed age-related performance declines in most everyday executive function domains (e.g. inhibition, working memory, planning) in autism spectrum disorder, whereas for executive function emotional control and shift, non-significant differences emerged across age in autism spectrum disorder. Everyday executive function predicted adaptive skills over and above age and IQ, in participants overall.Conclusions and implicationsThese results suggest that several everyday executive function problems increase in adolescence in autism spectrum disorder and that these everyday executive function developmental patterns deviate to a great extent from those of typical development. Shedding more light on the developmental course of all types of executive function processes as well as their association with crucial social outcomes in autism spectrum disorder could contribute to a better theoretical understanding of the heterogeneity of the neurocognitive development in autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518800775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories [Texte imprimé et/ou numérique] / Evangelia-Chrysanthi KOUKLARI, Auteur ; Stella TSERMENTSELI, Auteur ; Claire P. MONKS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsThe development of Executive Function in Autism Spectrum Disorder has been investigated using mainly performance-based executive function measures. Less is known about the development of everyday executive function skills. The present study aimed to identify the developmental patterns of everyday executive function of children and adolescents with autism spectrum disorder compared to neurotypical controls. The association between executive function and adaptive skills was also investigated.MethodsThe present study used a cross-sectional developmental trajectory approach and data were collected from 57 children and adolescents with autism spectrum disorder, matched to 63 controls of the same age (7?15 years).ResultsResults showed age-related performance declines in most everyday executive function domains (e.g. inhibition, working memory, planning) in autism spectrum disorder, whereas for executive function emotional control and shift, non-significant differences emerged across age in autism spectrum disorder. Everyday executive function predicted adaptive skills over and above age and IQ, in participants overall.Conclusions and implicationsThese results suggest that several everyday executive function problems increase in adolescence in autism spectrum disorder and that these everyday executive function developmental patterns deviate to a great extent from those of typical development. Shedding more light on the developmental course of all types of executive function processes as well as their association with crucial social outcomes in autism spectrum disorder could contribute to a better theoretical understanding of the heterogeneity of the neurocognitive development in autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518800775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Is verbal reference impaired in autism spectrum disorder? A systematic review / Louise MALKIN in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Is verbal reference impaired in autism spectrum disorder? A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Louise MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsPragmatic language is a key difficulty in autism spectrum disorder. One such pragmatic skill is verbal reference, which allows the current entity of shared interest between speakers to be identified and thus enables fluid conversation. The aim of this review was to determine the extent to which studies have found that verbal reference is impaired in autism spectrum disorder. We organise the review in terms of the methodology used and the modality (production versus comprehension) in which proficiency with verbal reference was assessed. Evidence for the potential cognitive underpinnings of these skills is also reviewed.Main contribution and methodsTo our knowledge, this is the first systematic review of verbal reference in autism spectrum disorder. PsychINFO and Web of Science were systematically screened using the combination of search terms outlined in this paper. Twenty-four studies met our inclusion criteria. Twenty-two of these examined production, whereby the methodology ranged from elicited conversation through to elicited narrative, the ?director? task and other referential communication paradigms. Three studies examined reference interpretation. (One study investigated both production and appropriacy judgement). Four studies examined the relationship between appropriate usage of verbal reference and formal language (lexico-syntactic ability). Two studies investigated whether reference production related to Theory of Mind or Executive Functioning.Conclusion and implicationsAcross a range of elicited production tasks, the predominant finding was that children and adults with autism spectrum disorder demonstrate a deficit in the production of appropriate verbal reference in comparison not only to typically developing groups, but also to groups with Developmental Language Disorder or Down syndrome. In contrast, the studies of reference interpretation which compared performance to typical control groups all found no between-group differences in this regard. To understand this cross-modality discrepancy, we need studies with the same sample of individuals, whereby the task requirements for comprehension and production are as closely matched as possible. The field also requires the development of experimental manipulations which allow us to pinpoint precisely if and how each comprehension and/or production task requires mentalising and/or various components of executive functioning. Only through such detailed and controlled experimental work would it be possible to determine the precise location of impairments in verbal reference in autism spectrum disorder. A better understanding of this would contribute to the development of interventions. En ligne : https://doi.org/10.1177/2396941518763166 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Is verbal reference impaired in autism spectrum disorder? A systematic review [Texte imprimé et/ou numérique] / Louise MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsPragmatic language is a key difficulty in autism spectrum disorder. One such pragmatic skill is verbal reference, which allows the current entity of shared interest between speakers to be identified and thus enables fluid conversation. The aim of this review was to determine the extent to which studies have found that verbal reference is impaired in autism spectrum disorder. We organise the review in terms of the methodology used and the modality (production versus comprehension) in which proficiency with verbal reference was assessed. Evidence for the potential cognitive underpinnings of these skills is also reviewed.Main contribution and methodsTo our knowledge, this is the first systematic review of verbal reference in autism spectrum disorder. PsychINFO and Web of Science were systematically screened using the combination of search terms outlined in this paper. Twenty-four studies met our inclusion criteria. Twenty-two of these examined production, whereby the methodology ranged from elicited conversation through to elicited narrative, the ?director? task and other referential communication paradigms. Three studies examined reference interpretation. (One study investigated both production and appropriacy judgement). Four studies examined the relationship between appropriate usage of verbal reference and formal language (lexico-syntactic ability). Two studies investigated whether reference production related to Theory of Mind or Executive Functioning.Conclusion and implicationsAcross a range of elicited production tasks, the predominant finding was that children and adults with autism spectrum disorder demonstrate a deficit in the production of appropriate verbal reference in comparison not only to typically developing groups, but also to groups with Developmental Language Disorder or Down syndrome. In contrast, the studies of reference interpretation which compared performance to typical control groups all found no between-group differences in this regard. To understand this cross-modality discrepancy, we need studies with the same sample of individuals, whereby the task requirements for comprehension and production are as closely matched as possible. The field also requires the development of experimental manipulations which allow us to pinpoint precisely if and how each comprehension and/or production task requires mentalising and/or various components of executive functioning. Only through such detailed and controlled experimental work would it be possible to determine the precise location of impairments in verbal reference in autism spectrum disorder. A better understanding of this would contribute to the development of interventions. En ligne : https://doi.org/10.1177/2396941518763166 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

A scoping review of deictic gesture use in toddlers with or at-risk for autism spectrum disorder / Stacy S. MANWARING in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : A scoping review of deictic gesture use in toddlers with or at-risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Stacy S. MANWARING, Auteur ; Ashley L. STEVENS, Auteur ; Alfred MOWDOOD, Auteur ; Mellanye LACKEY, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsYoung children use deictic gestures, such as pointing, to indicate referents in their immediate environment. Early deictic gesture use is important in facilitating the development of language. In toddlers with or at-risk for autism spectrum disorder, the emergence and use of gestures may be delayed, and deficits in deictic gesture may inform clinical practice regarding early identification, differential diagnosis, and early intervention. The aim of this scoping review was to investigate the extent to which deictic gesture use has been examined in young children with or at-risk for autism spectrum disorder???36 months of age.MethodsFour databases (PubMed, PsycINFO, CINAHL, and ERIC) were comprehensively searched for relevant articles. Articles were reviewed in two phases: titles and abstracts followed by full text. Key variables related to participant/study characteristics and group differences on deictic gesture use were extracted. A narrative review was used to synthesize findings across studies.Main contributionNineteen studies met inclusion criteria ? 12 studies of toddlers with autism spectrum disorder and 7 studies of high-risk infant siblings of children diagnosed with autism spectrum disorder. Overall, toddlers with autism spectrum disorder were found to demonstrate reduced gesture use across deictic gesture types and ages compared to those with typical development. Findings were more variable when comparing toddlers with autism spectrum disorder to those with other developmental delays and in high-risk infant sibling studies. Although only measured in a limited number of studies, results suggest differences in gesture use in toddlers with autism spectrum disorder based on communicative function.ConclusionsThis review provides insight into the gesture use of toddlers with or at-risk for autism spectrum disorder. Results indicate the particular types of deictic gestures that may be delayed and the age ranges we might expect to observe these deficits in toddlers with autism spectrum disorder compared to those with typical development and other developmental delay groups. Results also reveal variability across studies in the measurement of gestures, and highlight where gaps remain in understanding deictic gesture use in young children with autism spectrum disorder.ImplicationsFindings have research and clinical implications related to profiling and targeting gesture use as part of the assessment and treatment process, including identifying patterns of strength and weakness in deictic gesture use of young children with or at-risk for autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941517751891 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] A scoping review of deictic gesture use in toddlers with or at-risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Stacy S. MANWARING, Auteur ; Ashley L. STEVENS, Auteur ; Alfred MOWDOOD, Auteur ; Mellanye LACKEY, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsYoung children use deictic gestures, such as pointing, to indicate referents in their immediate environment. Early deictic gesture use is important in facilitating the development of language. In toddlers with or at-risk for autism spectrum disorder, the emergence and use of gestures may be delayed, and deficits in deictic gesture may inform clinical practice regarding early identification, differential diagnosis, and early intervention. The aim of this scoping review was to investigate the extent to which deictic gesture use has been examined in young children with or at-risk for autism spectrum disorder???36 months of age.MethodsFour databases (PubMed, PsycINFO, CINAHL, and ERIC) were comprehensively searched for relevant articles. Articles were reviewed in two phases: titles and abstracts followed by full text. Key variables related to participant/study characteristics and group differences on deictic gesture use were extracted. A narrative review was used to synthesize findings across studies.Main contributionNineteen studies met inclusion criteria ? 12 studies of toddlers with autism spectrum disorder and 7 studies of high-risk infant siblings of children diagnosed with autism spectrum disorder. Overall, toddlers with autism spectrum disorder were found to demonstrate reduced gesture use across deictic gesture types and ages compared to those with typical development. Findings were more variable when comparing toddlers with autism spectrum disorder to those with other developmental delays and in high-risk infant sibling studies. Although only measured in a limited number of studies, results suggest differences in gesture use in toddlers with autism spectrum disorder based on communicative function.ConclusionsThis review provides insight into the gesture use of toddlers with or at-risk for autism spectrum disorder. Results indicate the particular types of deictic gestures that may be delayed and the age ranges we might expect to observe these deficits in toddlers with autism spectrum disorder compared to those with typical development and other developmental delay groups. Results also reveal variability across studies in the measurement of gestures, and highlight where gaps remain in understanding deictic gesture use in young children with autism spectrum disorder.ImplicationsFindings have research and clinical implications related to profiling and targeting gesture use as part of the assessment and treatment process, including identifying patterns of strength and weakness in deictic gesture use of young children with or at-risk for autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941517751891 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Predictors of the age of autism spectrum disorder diagnosis: A North Carolina Cohort / Twyla PERRYMAN in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Predictors of the age of autism spectrum disorder diagnosis: A North Carolina Cohort Type de document : Texte imprimé et/ou numérique Auteurs : Twyla PERRYMAN, Auteur ; Linda R. WATSON, Auteur ; Frances CHUMNEY, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThis study investigated timing of diagnosis for African American (n=50) and European American (n=118) children with autism spectrum disorder in a North Carolina sample.MethodsUsing survey methods, a total of 168 North Carolina families were recruited.ResultsThe two racially diverse groups did not differ significantly in the age at diagnosis of autism spectrum disorder (African American: M=49.72, SD=25.83; European American: M=43.78, SD=20.16; t(75)=1.45, p=.15, 95% CI [?14.10, 2.22], d=.27; BF10=.582). Exploratory analyses revealed that within the African American sample, the age of diagnosis was positively correlated with parental ratings of Social Motivation from the Social Responsiveness Scale (r=.30, p??0.05) for the European American sample. Additionally, children who received another initial diagnostic label had a later age of diagnosis for autism spectrum disorder. This finding had a larger effect size in the African-American group.ConclusionsThe differential findings for the two groups may reflect variable interpretations of autism spectrum disorder symptoms, or a greater impact of later diagnosis on symptom severity in certain populations.ImplicationsOur findings reflect the need for continued exploration of symptom interpretation among various racial/ethnic groups. En ligne : https://doi.org/10.1177/2396941517751892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Predictors of the age of autism spectrum disorder diagnosis: A North Carolina Cohort [Texte imprimé et/ou numérique] / Twyla PERRYMAN, Auteur ; Linda R. WATSON, Auteur ; Frances CHUMNEY, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsThis study investigated timing of diagnosis for African American (n=50) and European American (n=118) children with autism spectrum disorder in a North Carolina sample.MethodsUsing survey methods, a total of 168 North Carolina families were recruited.ResultsThe two racially diverse groups did not differ significantly in the age at diagnosis of autism spectrum disorder (African American: M=49.72, SD=25.83; European American: M=43.78, SD=20.16; t(75)=1.45, p=.15, 95% CI [?14.10, 2.22], d=.27; BF10=.582). Exploratory analyses revealed that within the African American sample, the age of diagnosis was positively correlated with parental ratings of Social Motivation from the Social Responsiveness Scale (r=.30, p??0.05) for the European American sample. Additionally, children who received another initial diagnostic label had a later age of diagnosis for autism spectrum disorder. This finding had a larger effect size in the African-American group.ConclusionsThe differential findings for the two groups may reflect variable interpretations of autism spectrum disorder symptoms, or a greater impact of later diagnosis on symptom severity in certain populations.ImplicationsOur findings reflect the need for continued exploration of symptom interpretation among various racial/ethnic groups. En ligne : https://doi.org/10.1177/2396941517751892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

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

The relationship between gestures and non-verbal communication and attentional processing in high-functioning adolescents with autism spectrum disorder / Monika PUD?O in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : The relationship between gestures and non-verbal communication and attentional processing in high-functioning adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Monika PUD?O, Auteur ; Ewa PISULA, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThe links between gestures and various attentional processes in adolescents with autism spectrum disorder have not been studied sufficiently. Previous studies have highlighted the impact of orienting attention on the efficacy of gestures without exploring the influence of alerting and top?down attentional processes. The aim of the present study was to explore the links between attentional processes and indicators of descriptive, conventional and emotional gestures as well as other aspects of nonverbal communication in adolescents with autism spectrum disorder (N=46).MethodsThe attention network test and colour trails test were used to measure attentional processes, whereas descriptive, conventional and emotional gestures were assessed using the Autism Diagnostic Observation Schedule and the autism diagnostic interview. Analysis showed a significant correlation between gestures with alerting, orienting and executive attention.ConclusionsThe relevant structural equation model revealed that attentional processes have an impact on gestures, but gestures do not have an impact on attentional processes. Emotional gestures are linked to alerting. Spatial-visual search was related to facial expression and the integration of nonverbal communication with behaviour. There was no significant interaction between executive attention and gestures.ImplicationsThe obtained results are discussed with reference both to gesture development and studies on attention in adolescents with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518787139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] The relationship between gestures and non-verbal communication and attentional processing in high-functioning adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Monika PUD?O, Auteur ; Ewa PISULA, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsThe links between gestures and various attentional processes in adolescents with autism spectrum disorder have not been studied sufficiently. Previous studies have highlighted the impact of orienting attention on the efficacy of gestures without exploring the influence of alerting and top?down attentional processes. The aim of the present study was to explore the links between attentional processes and indicators of descriptive, conventional and emotional gestures as well as other aspects of nonverbal communication in adolescents with autism spectrum disorder (N=46).MethodsThe attention network test and colour trails test were used to measure attentional processes, whereas descriptive, conventional and emotional gestures were assessed using the Autism Diagnostic Observation Schedule and the autism diagnostic interview. Analysis showed a significant correlation between gestures with alerting, orienting and executive attention.ConclusionsThe relevant structural equation model revealed that attentional processes have an impact on gestures, but gestures do not have an impact on attentional processes. Emotional gestures are linked to alerting. Spatial-visual search was related to facial expression and the integration of nonverbal communication with behaviour. There was no significant interaction between executive attention and gestures.ImplicationsThe obtained results are discussed with reference both to gesture development and studies on attention in adolescents with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518787139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Parent perspectives on autistic girls’ friendships and futures / Felicity SEDGEWICK in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Parent perspectives on autistic girls’ friendships and futures Type de document : Texte imprimé et/ou numérique Auteurs : Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsYoung people?s parents often play a key role in facilitating friendships and have their own views on these friendships. Yet parents have rarely been asked to report on the friendships and peer relationships of their autistic children. This study therefore sought to examine parents? perspectives on the friendships and social difficulties of their autistic daughters, and their views and concerns about their daughters? futures.MethodsTwenty parents of autistic adolescent girls, aged between 11 and 18 years, took part in semi-structured interviews on the topics of friendships, conflict and thoughts about adulthood and the future.ResultsResults demonstrated that parents often have significant involvement in their daughters? social lives and friendships and have a range of views on these relationships. They highlighted both benefits and pitfalls of their daughters? peer interactions, and the perceived negative influence of these interactions on their daughters? mental health. Most parents had significant concerns about their daughters? futures, either about their ability to live independently, or their potential vulnerability to exploitation. Despite these concerns around sexual relationships, some parents were avoiding raising the issue with their daughters.ConclusionsAdolescent autistic girls often have positive, close friendships, but can also be the victims of bullying, with significant negative impacts on their mental health, at least according to their parents. Concerns about girls? development into adulthood were commonplace, with parents taking a range of approaches to attempt to talk about the future with their daughters.ImplicationsThere is an urgent need for more open conversations to help autistic girls stay safe and secure as they mature, supporting their ability to understand and negotiate more intimate social relationships. Future research should examine these changing relationships as autistic girls? transition to adulthood and should seek to combine the views of parents alongside the young people themselves. En ligne : https://doi.org/10.1177/2396941518794497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Parent perspectives on autistic girls’ friendships and futures [Texte imprimé et/ou numérique] / Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsYoung people?s parents often play a key role in facilitating friendships and have their own views on these friendships. Yet parents have rarely been asked to report on the friendships and peer relationships of their autistic children. This study therefore sought to examine parents? perspectives on the friendships and social difficulties of their autistic daughters, and their views and concerns about their daughters? futures.MethodsTwenty parents of autistic adolescent girls, aged between 11 and 18 years, took part in semi-structured interviews on the topics of friendships, conflict and thoughts about adulthood and the future.ResultsResults demonstrated that parents often have significant involvement in their daughters? social lives and friendships and have a range of views on these relationships. They highlighted both benefits and pitfalls of their daughters? peer interactions, and the perceived negative influence of these interactions on their daughters? mental health. Most parents had significant concerns about their daughters? futures, either about their ability to live independently, or their potential vulnerability to exploitation. Despite these concerns around sexual relationships, some parents were avoiding raising the issue with their daughters.ConclusionsAdolescent autistic girls often have positive, close friendships, but can also be the victims of bullying, with significant negative impacts on their mental health, at least according to their parents. Concerns about girls? development into adulthood were commonplace, with parents taking a range of approaches to attempt to talk about the future with their daughters.ImplicationsThere is an urgent need for more open conversations to help autistic girls stay safe and secure as they mature, supporting their ability to understand and negotiate more intimate social relationships. Future research should examine these changing relationships as autistic girls? transition to adulthood and should seek to combine the views of parents alongside the young people themselves. En ligne : https://doi.org/10.1177/2396941518794497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

An unconventional path to greater social-communication skills and independence for an adolescent on the autism spectrum / David TREMBATH in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : An unconventional path to greater social-communication skills and independence for an adolescent on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Rachel J. BALA, Auteur ; Joanne TAMBLYN, Auteur ; Marleen F. WESTERVELD, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BackgroundIn 2015, a father took his 14-year-old son who is on the autism spectrum on a six-month journey aimed to develop his son?s social-communication and independent living skills. The duo travelled across 10 countries, meeting people and practising these skills. This study examined their goals, motivations for, and outcomes of the journey.MethodWe used intrinsic case study methodology with mixed methods, including interviews with parents and professionals; analyses of filmed interactions between the son, his father and strangers during the journey; and descriptive analysis of parent-reported changes in their son?s participation at home, school and in the community using the Participation and Environment Measure ? Children and Youth.ResultsQualitative analysis of the interviews with parents and professionals revealed a set of insightful goals and motivations, focusing on creating an optimal environment for the son?s development. Parents reported increases in their son?s social-communication and independent living skills, but also unexpected changes in his perspective and self-belief. The former findings were consistent with those arising from video analysis, whereby social-pragmatic skills critical to good conversations (staying on topic, body position, eye contact) all increased over the course of the journey, while abrupt topic changes and conversational prompts reduced. Participation and inclusion across home, school and community settings all increased over the same period.ConclusionWhile this study makes no claims regarding causation, the findings indicate that the journey was associated with positive changes for the son and his parents, leading to greater expectations for, and progress towards, independence following the journey. Implications of the findings for supporting young people on the autism spectrum in regular community settings are discussed. En ligne : https://doi.org/10.1177/2396941518809611 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] An unconventional path to greater social-communication skills and independence for an adolescent on the autism spectrum [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Rachel J. BALA, Auteur ; Joanne TAMBLYN, Auteur ; Marleen F. WESTERVELD, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : BackgroundIn 2015, a father took his 14-year-old son who is on the autism spectrum on a six-month journey aimed to develop his son?s social-communication and independent living skills. The duo travelled across 10 countries, meeting people and practising these skills. This study examined their goals, motivations for, and outcomes of the journey.MethodWe used intrinsic case study methodology with mixed methods, including interviews with parents and professionals; analyses of filmed interactions between the son, his father and strangers during the journey; and descriptive analysis of parent-reported changes in their son?s participation at home, school and in the community using the Participation and Environment Measure ? Children and Youth.ResultsQualitative analysis of the interviews with parents and professionals revealed a set of insightful goals and motivations, focusing on creating an optimal environment for the son?s development. Parents reported increases in their son?s social-communication and independent living skills, but also unexpected changes in his perspective and self-belief. The former findings were consistent with those arising from video analysis, whereby social-pragmatic skills critical to good conversations (staying on topic, body position, eye contact) all increased over the course of the journey, while abrupt topic changes and conversational prompts reduced. Participation and inclusion across home, school and community settings all increased over the same period.ConclusionWhile this study makes no claims regarding causation, the findings indicate that the journey was associated with positive changes for the son and his parents, leading to greater expectations for, and progress towards, independence following the journey. Implications of the findings for supporting young people on the autism spectrum in regular community settings are discussed. En ligne : https://doi.org/10.1177/2396941518809611 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Financial capability and functional financial literacy in young adults with developmental language disorder / Maxine WINSTANLEY in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Financial capability and functional financial literacy in young adults with developmental language disorder Type de document : Texte imprimé et/ou numérique Auteurs : Maxine WINSTANLEY, Auteur ; Kevin DURKIN, Auteur ; Roger T. WEBB, Auteur ; Gina CONTI-RAMSDEN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BackgroundFinancial capability is an essential feature of the organisation of one?s personal life and engagement with society. Very little is known of how adequately individuals with developmental language disorder handle financial matters. It is known that language difficulties place them at a disadvantage in many aspects of their development and during their transition into adulthood, leading to the possibility that financial issues may prove burdensome for them. This study examines the financial capability and functional financial literacy of young adults with developmental language disorder and compares them to those of age matched peers. We tested the expectation that those with developmental language disorder would find financial management more challenging than would their peers, and that they would need to seek greater support from family members or other people.MethodsParticipants completed a detailed individual interview, which included items drawn from the British Household Panel Survey and additional measures of financial capability, functional financial literacy and of perceived support. Nonverbal IQ, language, reading and numeracy measures were also collected.ResultsCompared to typically developing age matched peers, young people with developmental language disorder report less extensive engagement with financial products and lower competence in functional financial literacy. A considerably higher proportion of those with developmental language disorder (48% vs. 16% of age matched peers) report that they draw on support, primarily from parents, in various financial tasks, including paying bills, choosing financial products, and taking loans from family or friends.ConclusionsThis is the first study to consider the financial capability skills and functional financial literacy of young adults with developmental language disorder. We provide novel evidence that some young adults with developmental language disorder lack functional financial skills and require support to successfully manage their finances. This has policy implications that relate not only to engaging affected individuals in discussions about financial management but also to wider familial support. En ligne : https://doi.org/10.1177/2396941518794500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Financial capability and functional financial literacy in young adults with developmental language disorder [Texte imprimé et/ou numérique] / Maxine WINSTANLEY, Auteur ; Kevin DURKIN, Auteur ; Roger T. WEBB, Auteur ; Gina CONTI-RAMSDEN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : BackgroundFinancial capability is an essential feature of the organisation of one?s personal life and engagement with society. Very little is known of how adequately individuals with developmental language disorder handle financial matters. It is known that language difficulties place them at a disadvantage in many aspects of their development and during their transition into adulthood, leading to the possibility that financial issues may prove burdensome for them. This study examines the financial capability and functional financial literacy of young adults with developmental language disorder and compares them to those of age matched peers. We tested the expectation that those with developmental language disorder would find financial management more challenging than would their peers, and that they would need to seek greater support from family members or other people.MethodsParticipants completed a detailed individual interview, which included items drawn from the British Household Panel Survey and additional measures of financial capability, functional financial literacy and of perceived support. Nonverbal IQ, language, reading and numeracy measures were also collected.ResultsCompared to typically developing age matched peers, young people with developmental language disorder report less extensive engagement with financial products and lower competence in functional financial literacy. A considerably higher proportion of those with developmental language disorder (48% vs. 16% of age matched peers) report that they draw on support, primarily from parents, in various financial tasks, including paying bills, choosing financial products, and taking loans from family or friends.ConclusionsThis is the first study to consider the financial capability skills and functional financial literacy of young adults with developmental language disorder. We provide novel evidence that some young adults with developmental language disorder lack functional financial skills and require support to successfully manage their finances. This has policy implications that relate not only to engaging affected individuals in discussions about financial management but also to wider familial support. En ligne : https://doi.org/10.1177/2396941518794500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

A systematic review of the comparative pragmatic differences in conversational skills of individuals with autism / Cheong YING SNG in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : A systematic review of the comparative pragmatic differences in conversational skills of individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Cheong YING SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aims: Given that problems with social interaction and communication are defining features of autism spectrum disorder, it stands to reason that individuals with autism spectrum disorder have difficulties in conversation. There is a growing body of research on the conversation skills of individuals with autism spectrum disorder, including research conducted to compare these skills to those of typically developing individuals and those with other disabilities. Such comparisons may offer insight into the extent to which conversational skills may be deficient and whether deficits are unique to a particular diagnostic group.Main contribution: This review provides an examination of comparative studies of pragmatic aspects of conversation that included individuals with autism spectrum disorder. Only a small number of consistent findings emerged from the analysis. Groups with autism spectrum disorder find it difficult to stay on topic and provide novel, relevant information. They also tend to perseverate more and initiate and respond less during conversation but, contrary to expectation, similar numbers of turns were offered to partners, and there was little difference in the way communication breakdowns were repaired or clarified. There was a contradictory finding on the use of eye gaze.Conclusions and implications: Some consistent findings were reported but overall, fewer than expected between group differences were found. The fragmented nature of the research and inconsistent operational definitions of variables measured made analysis problematic. Further research and replication of studies is recommended before definitive conclusions can be drawn. En ligne : https://doi.org/10.1177/2396941518803806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] A systematic review of the comparative pragmatic differences in conversational skills of individuals with autism [Texte imprimé et/ou numérique] / Cheong YING SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aims: Given that problems with social interaction and communication are defining features of autism spectrum disorder, it stands to reason that individuals with autism spectrum disorder have difficulties in conversation. There is a growing body of research on the conversation skills of individuals with autism spectrum disorder, including research conducted to compare these skills to those of typically developing individuals and those with other disabilities. Such comparisons may offer insight into the extent to which conversational skills may be deficient and whether deficits are unique to a particular diagnostic group.Main contribution: This review provides an examination of comparative studies of pragmatic aspects of conversation that included individuals with autism spectrum disorder. Only a small number of consistent findings emerged from the analysis. Groups with autism spectrum disorder find it difficult to stay on topic and provide novel, relevant information. They also tend to perseverate more and initiate and respond less during conversation but, contrary to expectation, similar numbers of turns were offered to partners, and there was little difference in the way communication breakdowns were repaired or clarified. There was a contradictory finding on the use of eye gaze.Conclusions and implications: Some consistent findings were reported but overall, fewer than expected between group differences were found. The fragmented nature of the research and inconsistent operational definitions of variables measured made analysis problematic. Further research and replication of studies is recommended before definitive conclusions can be drawn. En ligne : https://doi.org/10.1177/2396941518803806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387