Dépouillements

Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review / Amanda V. BINNS in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Amanda V. BINNS, Auteur ; Janis ORAM CARDY, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsDevelopmental social pragmatic interventions are one treatment option for supporting the social communication and language skills of preschool children with autism spectrum disorder. Our first aim was to differentiate interventions using a developmental social pragmatic model from other developmental or naturalistic behavioral approaches. We applied explicit criteria outlining core features of developmental social pragmatic interventions to identify programs that use these core features. We then systematically reviewed studies examining the impact of developmental social pragmatic interventions in supporting (a) foundational social communication and language skills of preschool children with autism spectrum disorder and (b) caregiver interaction style. Additionally, we reviewed results exploring mediators and potential factors influencing children?s response to developmental social pragmatic interventions.MethodsA multistep comprehensive search strategy was used to identify developmental social pragmatic treatments and studies examining their effectiveness for preschool children with autism spectrum disorder. The characteristics of each study and their outcomes were then reviewed, and a modified Critical Appraisal Skills Programme tool was used to evaluate rigor.Main contribution/ResultsSix interventions that met criteria to be classified as developmental social pragmatic are examined within this review. Ten studies of varying methodological rigor met criteria for inclusion and collectively reported on the outcomes of 716 preschool-aged children with autism spectrum disorder. All of the studies examined foundational communication outcomes and all but one reported positive outcomes for at least one of the measures. Seven studies examined language outcomes. While results were positive for language use within natural contexts, they were mixed for overall, receptive, and expressive language. Parents? interaction styles significantly changed postintervention, namely in terms of increased responsiveness, synchronous behavior, use of affect, and decreased directiveness. Only two studies conducted formal mediation analysis and found that parent responsiveness and synchronous behavior were related to children?s positive response to treatment.ConclusionsThis review suggests that developmental social pragmatic treatments positively impact children?s foundational communication capacities (i.e. attention, social referencing, joint attention, initiation, reciprocity). Positive findings were not consistently found for supporting children?s language. Further, methodologically rigorous studies are needed to draw definitive conclusions. Additional research exploring components of developmental social pragmatic treatments that might mediate response to treatment is needed.ImplicationsThis review provides synthesized information for clinicians, families, and researchers on the effectiveness of developmental social pragmatic interventions for improving children?s foundational communication. It also suggests directions for future research and provides ideas for enhancing methodological rigor and promoting more homogeneity among treatment implementation and outcome assessments. En ligne : https://doi.org/10.1177/2396941518824497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Amanda V. BINNS, Auteur ; Janis ORAM CARDY, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : Background and aimsDevelopmental social pragmatic interventions are one treatment option for supporting the social communication and language skills of preschool children with autism spectrum disorder. Our first aim was to differentiate interventions using a developmental social pragmatic model from other developmental or naturalistic behavioral approaches. We applied explicit criteria outlining core features of developmental social pragmatic interventions to identify programs that use these core features. We then systematically reviewed studies examining the impact of developmental social pragmatic interventions in supporting (a) foundational social communication and language skills of preschool children with autism spectrum disorder and (b) caregiver interaction style. Additionally, we reviewed results exploring mediators and potential factors influencing children?s response to developmental social pragmatic interventions.MethodsA multistep comprehensive search strategy was used to identify developmental social pragmatic treatments and studies examining their effectiveness for preschool children with autism spectrum disorder. The characteristics of each study and their outcomes were then reviewed, and a modified Critical Appraisal Skills Programme tool was used to evaluate rigor.Main contribution/ResultsSix interventions that met criteria to be classified as developmental social pragmatic are examined within this review. Ten studies of varying methodological rigor met criteria for inclusion and collectively reported on the outcomes of 716 preschool-aged children with autism spectrum disorder. All of the studies examined foundational communication outcomes and all but one reported positive outcomes for at least one of the measures. Seven studies examined language outcomes. While results were positive for language use within natural contexts, they were mixed for overall, receptive, and expressive language. Parents? interaction styles significantly changed postintervention, namely in terms of increased responsiveness, synchronous behavior, use of affect, and decreased directiveness. Only two studies conducted formal mediation analysis and found that parent responsiveness and synchronous behavior were related to children?s positive response to treatment.ConclusionsThis review suggests that developmental social pragmatic treatments positively impact children?s foundational communication capacities (i.e. attention, social referencing, joint attention, initiation, reciprocity). Positive findings were not consistently found for supporting children?s language. Further, methodologically rigorous studies are needed to draw definitive conclusions. Additional research exploring components of developmental social pragmatic treatments that might mediate response to treatment is needed.ImplicationsThis review provides synthesized information for clinicians, families, and researchers on the effectiveness of developmental social pragmatic interventions for improving children?s foundational communication. It also suggests directions for future research and provides ideas for enhancing methodological rigor and promoting more homogeneity among treatment implementation and outcome assessments. En ligne : https://doi.org/10.1177/2396941518824497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Phonological awareness emergence in preschool children with autism spectrum disorder / Jaclyn M. DYNIA in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Phonological awareness emergence in preschool children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Allison F. BEAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsPhonological awareness begins to develop during the preschool years and is a primary factor underlying later reading abilities. Previous research has found mixed results on the phonological awareness skills of children with autism spectrum disorders. Therefore, the purpose of the present study is to add to our understanding of phonological awareness in children with autism spectrum disorder by investigating residualized gains in phonological awareness skills over an academic year.MethodsA total of 125 preschool (4- to 5-years old) children including 27 children with autism spectrum disorder, 28 children with language impairment, and 70 typically developing children were the focus of the present study. Participants in the current study represent a subset of participants from a larger study titled, Sit Together and Read. Children completed direct assessments in the beginning (fall) and end of school year (spring) on phonological awareness using the Test of Preschool Early Literacy.ResultsA one-way ANOVA compared the phonological awareness skills tasks (syllable/onset-rime, blending/elision, receptive/expressive) in the fall and the spring for each of the three groups (children with autism spectrum disorder, children with language impairment, children who are typically developing). In the fall and the spring, all of the analyses were found to be statistically significant. A Tukey HSD further indicated that children with autism spectrum disorder had significantly lower scores on all of the tasks at both time points compared to the typically developing peers. Children with autism spectrum disorder seem to make gains in phonological awareness tasks similarly to their typically developing peers for most of the phonological awareness tasks. Results from the final regression models indicated that children with autism spectrum disorder made gains similar to those of their typically developing peers for most phonological awareness tasks and that language skills predicted residualized gain for syllable, elision, and receptive tasks, as well as the total score when controlling for condition, IQ, and group status. Social skills were not a significant predictor for any of the tasks.ConclusionsThree main findings emerged: (a) phonological awareness skills seem to be a deficit for children with autism spectrum disorder, (b) in general, autism status does not predict residualized gain in phonological awareness skills, and (c) oral language is a significant predictor of residualized gain in phonological awareness skills.ImplicationEarly childhood educators should focus on providing high-quality instruction on phonological awareness for children with autism spectrum disorder and researchers should focus on investigating the effectiveness of phonological awareness interventions for children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518822453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Phonological awareness emergence in preschool children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Allison F. BEAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : Background and aimsPhonological awareness begins to develop during the preschool years and is a primary factor underlying later reading abilities. Previous research has found mixed results on the phonological awareness skills of children with autism spectrum disorders. Therefore, the purpose of the present study is to add to our understanding of phonological awareness in children with autism spectrum disorder by investigating residualized gains in phonological awareness skills over an academic year.MethodsA total of 125 preschool (4- to 5-years old) children including 27 children with autism spectrum disorder, 28 children with language impairment, and 70 typically developing children were the focus of the present study. Participants in the current study represent a subset of participants from a larger study titled, Sit Together and Read. Children completed direct assessments in the beginning (fall) and end of school year (spring) on phonological awareness using the Test of Preschool Early Literacy.ResultsA one-way ANOVA compared the phonological awareness skills tasks (syllable/onset-rime, blending/elision, receptive/expressive) in the fall and the spring for each of the three groups (children with autism spectrum disorder, children with language impairment, children who are typically developing). In the fall and the spring, all of the analyses were found to be statistically significant. A Tukey HSD further indicated that children with autism spectrum disorder had significantly lower scores on all of the tasks at both time points compared to the typically developing peers. Children with autism spectrum disorder seem to make gains in phonological awareness tasks similarly to their typically developing peers for most of the phonological awareness tasks. Results from the final regression models indicated that children with autism spectrum disorder made gains similar to those of their typically developing peers for most phonological awareness tasks and that language skills predicted residualized gain for syllable, elision, and receptive tasks, as well as the total score when controlling for condition, IQ, and group status. Social skills were not a significant predictor for any of the tasks.ConclusionsThree main findings emerged: (a) phonological awareness skills seem to be a deficit for children with autism spectrum disorder, (b) in general, autism status does not predict residualized gain in phonological awareness skills, and (c) oral language is a significant predictor of residualized gain in phonological awareness skills.ImplicationEarly childhood educators should focus on providing high-quality instruction on phonological awareness for children with autism spectrum disorder and researchers should focus on investigating the effectiveness of phonological awareness interventions for children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518822453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Cross-modal generalization of receptive and expressive vocabulary in children with autism spectrum disorder / Pumpki L. SU in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Cross-modal generalization of receptive and expressive vocabulary in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Pumpki L. SU, Auteur ; George CASTLE, Auteur ; Stephen M. CAMARATA, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsWord learning is an area that poses a particular challenge to children with autism spectrum disorder. A unique challenge for this population is generalization of learned skills across new learning contexts. In clinical settings, a common assumption in teaching vocabulary for children with autism spectrum disorder is that learning in one modality will generalize incidentally to untreated modalities, but very few studies have evaluated the validity of this assumption. The purpose of this study was to investigate receptive and expressive word acquisition and cross-modal generalization in children with autism spectrum disorder.MethodsA single-case parallel treatments design was used to compare word learning and cross-modal generalization in children with autism spectrum disorder. Ten children with autism spectrum disorder were taught unfamiliar vocabulary words in a combined storybook and play intervention. For each child, half of the target words were trained expressively and the other half were trained receptively by random assignment. No direct cross-modal instruction was delivered. A series of probe sessions were completed to assess participants? within-modal learning and cross-modal generalization of vocabulary learning.ResultsAll children learned target words in both receptive and expressive conditions, as evidenced by an average of 80% accuracy across three trials at the end of each intervention. Overall, cross-modal generalization was higher for the expressive-to-receptive direction than for the receptive-to expressive direction. Nine out of ten children demonstrated successful cross-modal generalization on the expressive-to-receptive probes and only three children demonstrated successful cross-modal generalization on the receptive-to-expressive probes. Large variability was observed with regard to number of intervention sessions needed to reach mastery criterion and there were individual patterns of word learning.ConclusionContrary to the assumption that vocabulary learning will be ?automatically? generalized across modalities, results from this study indicate that cross-modal generalization at the word level is not automatic nor consistent in children with autism spectrum disorder, particularly in the receptive-to-expressive direction.ImplicationsThe finding that more children demonstrated expressive-to-receptive generalization than the opposite direction suggests that targeting expressive vocabulary first with the goal of incidentally increasing receptive vocabulary may be more efficient than starting with the receptive modality. Additionally, the finding that not all children demonstrated successful expressive-to-receptive cross-modal generalization indicates that teaching vocabulary in the expressive modality exclusively does not guarantee receptive understanding in this population. We recommend that practitioners periodically monitor children?s vocabulary learning in both modalities or set an explicit generalization goal to ensure complete learning of trained words. En ligne : https://doi.org/10.1177/2396941518824495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Cross-modal generalization of receptive and expressive vocabulary in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Pumpki L. SU, Auteur ; George CASTLE, Auteur ; Stephen M. CAMARATA, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : Background and aimsWord learning is an area that poses a particular challenge to children with autism spectrum disorder. A unique challenge for this population is generalization of learned skills across new learning contexts. In clinical settings, a common assumption in teaching vocabulary for children with autism spectrum disorder is that learning in one modality will generalize incidentally to untreated modalities, but very few studies have evaluated the validity of this assumption. The purpose of this study was to investigate receptive and expressive word acquisition and cross-modal generalization in children with autism spectrum disorder.MethodsA single-case parallel treatments design was used to compare word learning and cross-modal generalization in children with autism spectrum disorder. Ten children with autism spectrum disorder were taught unfamiliar vocabulary words in a combined storybook and play intervention. For each child, half of the target words were trained expressively and the other half were trained receptively by random assignment. No direct cross-modal instruction was delivered. A series of probe sessions were completed to assess participants? within-modal learning and cross-modal generalization of vocabulary learning.ResultsAll children learned target words in both receptive and expressive conditions, as evidenced by an average of 80% accuracy across three trials at the end of each intervention. Overall, cross-modal generalization was higher for the expressive-to-receptive direction than for the receptive-to expressive direction. Nine out of ten children demonstrated successful cross-modal generalization on the expressive-to-receptive probes and only three children demonstrated successful cross-modal generalization on the receptive-to-expressive probes. Large variability was observed with regard to number of intervention sessions needed to reach mastery criterion and there were individual patterns of word learning.ConclusionContrary to the assumption that vocabulary learning will be ?automatically? generalized across modalities, results from this study indicate that cross-modal generalization at the word level is not automatic nor consistent in children with autism spectrum disorder, particularly in the receptive-to-expressive direction.ImplicationsThe finding that more children demonstrated expressive-to-receptive generalization than the opposite direction suggests that targeting expressive vocabulary first with the goal of incidentally increasing receptive vocabulary may be more efficient than starting with the receptive modality. Additionally, the finding that not all children demonstrated successful expressive-to-receptive cross-modal generalization indicates that teaching vocabulary in the expressive modality exclusively does not guarantee receptive understanding in this population. We recommend that practitioners periodically monitor children?s vocabulary learning in both modalities or set an explicit generalization goal to ensure complete learning of trained words. En ligne : https://doi.org/10.1177/2396941518824495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Self-perception of friendship style: Young adults with and without autism spectrum disorder / Erinn H. FINKE in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Self-perception of friendship style: Young adults with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Erinn H. FINKE, Auteur ; Jillian H. MCCARTHY, Auteur ; Natalie A. SARVER, Auteur Index. décimale : PER Périodiques Résumé : BackgroundIt has been reported that people on the autism spectrum have difficulty making and maintaining friendships. Congruence of perspective on friendships and friendship practices may affect the frequency and intensity of friendships, but this is not well understood.AimsThe aims of the current project were to identify the similarities and differences in the broad perspectives and friendship practices of young adults with and without autism.Method and proceduresYoung adults with and without autism between the ages of 18 and 24 years completed an online survey to determine the friendship preferences that most define the perspectives of young adults with autism.Outcomes and resultsThe results identified primarily differences in the broad perspectives and friendship practices of young adults with and without autism spectrum disorder, which may provide a context for understanding the values and priorities that need to be considered as two people (whether they have an autism spectrum disorder diagnosis or not) embark on a new potential friendship, and may help people with autism (as well as clinicians, educators, and caregivers) understand why some friendships flounder and others are established and maintained with relative ease. En ligne : https://doi.org/10.1177/2396941519855390 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Self-perception of friendship style: Young adults with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Erinn H. FINKE, Auteur ; Jillian H. MCCARTHY, Auteur ; Natalie A. SARVER, Auteur. in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : BackgroundIt has been reported that people on the autism spectrum have difficulty making and maintaining friendships. Congruence of perspective on friendships and friendship practices may affect the frequency and intensity of friendships, but this is not well understood.AimsThe aims of the current project were to identify the similarities and differences in the broad perspectives and friendship practices of young adults with and without autism.Method and proceduresYoung adults with and without autism between the ages of 18 and 24 years completed an online survey to determine the friendship preferences that most define the perspectives of young adults with autism.Outcomes and resultsThe results identified primarily differences in the broad perspectives and friendship practices of young adults with and without autism spectrum disorder, which may provide a context for understanding the values and priorities that need to be considered as two people (whether they have an autism spectrum disorder diagnosis or not) embark on a new potential friendship, and may help people with autism (as well as clinicians, educators, and caregivers) understand why some friendships flounder and others are established and maintained with relative ease. En ligne : https://doi.org/10.1177/2396941519855390 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

Motor speech impairment predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder / Karen CHENAUSKY in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Motor speech impairment predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Karen CHENAUSKY, Auteur ; Amanda BRIGNELL, Auteur ; Angela MORGAN, Auteur ; Helen TAGER-FLUSBERG, Auteur Index. décimale : PER Périodiques Résumé : Background and aimsDevelopmental motor speech impairment has been suspected, but rarely systematically examined, in low- and minimally verbal individuals with autism spectrum disorder. We aimed to investigate the extent of motor speech impairment in this population and its relation to number of different words produced during a semi-structured language sample.MethodsVideos of 54 low-verbal and minimally verbal individuals (ages 4;4?18;10) performing portions of a speech praxis test were coded for signs of motor speech impairment (e.g., childhood apraxia of speech). Age, autism spectrum disorder severity, nonspeech oral-motor ability, speech production ability, nonverbal IQ, and receptive vocabulary were compared between groups.ResultsFour groups emerged: (1) speech within normal limits (n=12), (2) non-childhood apraxia of speech impairment (n=16), (3) suspected childhood apraxia of speech (n=13), and (4) insufficient speech to rate (n=13). Groups differed significantly in nonspeech oral-motor ability, speech production ability, nonverbal IQ, and receptive vocabulary. Overall, only speech production ability and receptive vocabulary accounted for significant variance in number of different words. Receptive vocabulary significantly predicted number of different words only in Groups 1 and 2, while speech production ability significantly predicted number of different words only in Groups 3 and 4.Conclusions and implicationsIf replicated, our findings have important implications for developing much-needed spoken language interventions in minimally verbal individuals with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519856333 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Motor speech impairment predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Karen CHENAUSKY, Auteur ; Amanda BRIGNELL, Auteur ; Angela MORGAN, Auteur ; Helen TAGER-FLUSBERG, Auteur. in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : Background and aimsDevelopmental motor speech impairment has been suspected, but rarely systematically examined, in low- and minimally verbal individuals with autism spectrum disorder. We aimed to investigate the extent of motor speech impairment in this population and its relation to number of different words produced during a semi-structured language sample.MethodsVideos of 54 low-verbal and minimally verbal individuals (ages 4;4?18;10) performing portions of a speech praxis test were coded for signs of motor speech impairment (e.g., childhood apraxia of speech). Age, autism spectrum disorder severity, nonspeech oral-motor ability, speech production ability, nonverbal IQ, and receptive vocabulary were compared between groups.ResultsFour groups emerged: (1) speech within normal limits (n=12), (2) non-childhood apraxia of speech impairment (n=16), (3) suspected childhood apraxia of speech (n=13), and (4) insufficient speech to rate (n=13). Groups differed significantly in nonspeech oral-motor ability, speech production ability, nonverbal IQ, and receptive vocabulary. Overall, only speech production ability and receptive vocabulary accounted for significant variance in number of different words. Receptive vocabulary significantly predicted number of different words only in Groups 1 and 2, while speech production ability significantly predicted number of different words only in Groups 3 and 4.Conclusions and implicationsIf replicated, our findings have important implications for developing much-needed spoken language interventions in minimally verbal individuals with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519856333 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

The gesture–language association over time in toddlers with and without language delays / Stacy S. MANWARING in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : The gesture–language association over time in toddlers with and without language delays Type de document : Texte imprimé et/ou numérique Auteurs : Stacy S. MANWARING, Auteur ; Lauren SWINEFORD, Auteur ; Danielle L. MEAD, Auteur ; Chih-Ching YEH, Auteur ; Yue ZHANG, Auteur ; Audrey THURM, Auteur Index. décimale : PER Périodiques Résumé : Background and aimsYoung children with language delays or other factors that heighten risk for autism spectrum disorder often show reduced gesture use. In particular, deictic gestures such as pointing and showing are reported to be deficient in young children with autism spectrum disorder, and their use has been found to predict expressive vocabulary development. The first aim of this study was to examine the production of two types of gestures (deictic and conventional) for two communicative functions (behavior regulation and joint attention) across two observational contexts in a sample of 18-month-old toddlers with significant language delays compared to typical controls. The second aim was to examine if and how gesture use (type and communicative function) at 18 months is associated with later receptive and expressive language.MethodsToddlers with significant language delays (n=30) or typical development (n=62) were drawn from longitudinal studies of early language delay as a risk factor for autism spectrum disorder. Toddlers identified with early language delay were classified based on a diagnosis of autism spectrum disorder (n=12) or non-autism spectrum disorder (n=18) after an evaluation at 36 months. Gestures were coded from video recordings of the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and a naturalistic parent?child interaction obtained at 18 months. Language outcomes included receptive and expressive age equivalents from the Mullen Scales of Early Learning and the number of words produced on the MacArthur?Bates Communicative Development Inventories.ResultsAt 18 months, toddlers with language delay showed reduced deictic and conventional gesture use in both the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and parent?child interaction compared to toddlers with typical development. Within the language delay group, toddlers with an autism spectrum disorder diagnosis at outcome also produced significantly fewer deictic gestures than those without an autism spectrum disorder diagnosis across both communicative functions and observational contexts. While all groups of toddlers gestured more in the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample, the mean difference in gesture use between the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and parent?child interaction was significantly larger in toddlers with typical development than language delay for deictic gestures, as compared to the difference between the two contexts for conventional gestures. In the combined sample, a significant association was found between deictic gestures used in the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and change in the number of words produced from 18 to 36 months, accounting for significant demographic and developmental confounders.ConclusionsFindings show that early language delay is associated with reduced deictic and conventional gestures across observational contexts. Importantly, deictic gesture use, but not conventional, was associated with the development of expressive language in toddlers with and without language delays.ImplicationsDeictic gestures play an important role in the development of expressive language in toddlers, including those with language delays. Assessment of young children with language delays should include evaluation of types of gestures used and communicative function of gestures, with assessments utilizing communicative temptations yielding higher rates of gesture production. Directly targeting both gesture type and function in early intervention may be important in facilitating the development of language. En ligne : https://doi.org/10.1177/2396941519845545 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] The gesture–language association over time in toddlers with and without language delays [Texte imprimé et/ou numérique] / Stacy S. MANWARING, Auteur ; Lauren SWINEFORD, Auteur ; Danielle L. MEAD, Auteur ; Chih-Ching YEH, Auteur ; Yue ZHANG, Auteur ; Audrey THURM, Auteur. in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : Background and aimsYoung children with language delays or other factors that heighten risk for autism spectrum disorder often show reduced gesture use. In particular, deictic gestures such as pointing and showing are reported to be deficient in young children with autism spectrum disorder, and their use has been found to predict expressive vocabulary development. The first aim of this study was to examine the production of two types of gestures (deictic and conventional) for two communicative functions (behavior regulation and joint attention) across two observational contexts in a sample of 18-month-old toddlers with significant language delays compared to typical controls. The second aim was to examine if and how gesture use (type and communicative function) at 18 months is associated with later receptive and expressive language.MethodsToddlers with significant language delays (n=30) or typical development (n=62) were drawn from longitudinal studies of early language delay as a risk factor for autism spectrum disorder. Toddlers identified with early language delay were classified based on a diagnosis of autism spectrum disorder (n=12) or non-autism spectrum disorder (n=18) after an evaluation at 36 months. Gestures were coded from video recordings of the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and a naturalistic parent?child interaction obtained at 18 months. Language outcomes included receptive and expressive age equivalents from the Mullen Scales of Early Learning and the number of words produced on the MacArthur?Bates Communicative Development Inventories.ResultsAt 18 months, toddlers with language delay showed reduced deictic and conventional gesture use in both the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and parent?child interaction compared to toddlers with typical development. Within the language delay group, toddlers with an autism spectrum disorder diagnosis at outcome also produced significantly fewer deictic gestures than those without an autism spectrum disorder diagnosis across both communicative functions and observational contexts. While all groups of toddlers gestured more in the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample, the mean difference in gesture use between the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and parent?child interaction was significantly larger in toddlers with typical development than language delay for deictic gestures, as compared to the difference between the two contexts for conventional gestures. In the combined sample, a significant association was found between deictic gestures used in the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and change in the number of words produced from 18 to 36 months, accounting for significant demographic and developmental confounders.ConclusionsFindings show that early language delay is associated with reduced deictic and conventional gestures across observational contexts. Importantly, deictic gesture use, but not conventional, was associated with the development of expressive language in toddlers with and without language delays.ImplicationsDeictic gestures play an important role in the development of expressive language in toddlers, including those with language delays. Assessment of young children with language delays should include evaluation of types of gestures used and communicative function of gestures, with assessments utilizing communicative temptations yielding higher rates of gesture production. Directly targeting both gesture type and function in early intervention may be important in facilitating the development of language. En ligne : https://doi.org/10.1177/2396941519845545 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

Health-related quality of life in children with autism spectrum disorders and children with developmental language disorders / Catherine COALES in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Health-related quality of life in children with autism spectrum disorders and children with developmental language disorders Type de document : Texte imprimé et/ou numérique Auteurs : Catherine COALES, Auteur ; Natalie HEANEY, Auteur ; Jessie RICKETTS, Auteur ; Julie E. DOCKRELL, Auteur ; Geoff LINDSAY, Auteur ; Olympia PALIKARA, Auteur ; Tony CHARMAN, Auteur Index. décimale : PER Périodiques Résumé : Background and aimsThere is a paucity of literature investigating health-related quality of life in neurodevelopmental populations including children with developmental language disorders and children with autism spectrum disorder. Health-related quality of life in these two groups remains poorly understood. Furthermore, studies have typically relied on reports from caregivers and teachers rather than using self-report measures. The aim of the current study is to compare the levels and profiles of self-reported health-related quality of life of children with developmental language disorders and children with autism spectrum disorder.MethodsParticipants comprised 114 7-to-13-year-old children with developmental language disorders (n=63) and children with autism spectrum disorder (n=51) attending mainstream school. Self-reported health-related quality of life was measured using the KIDSCREEN-52. We also collected standardised measures of receptive language, autism spectrum disorder symptoms, nonverbal IQ and emotional and behavioural problems.ResultsChildren with developmental language disorders reported health-related quality of life commensurate with normative ranges, except for 2 of the 10 dimensions; the Moods and Emotions domain and the Social acceptance/bullying domain, which were below norms. Children with autism spectrum disorder reported significantly lower health-related quality of life compared to norms and the developmental language disorders group. However, when the effects of non-verbal ability and language ? on which the groups were not matched ? were covaried most group differences fell to non-significance or disappeared. Child characteristics showed few associations with dimensions of health-related quality of life across groups.ConclusionsChildren with autism spectrum disorder may be particularly vulnerable to poorer health-related quality of life and the relevant professionals need to be aware of this. Children with developmental language disorders exhibit a profile of health-related quality of life more in-line with average ranges. However, certain domains warrant monitoring and may benefit from intervention. Many of the between-group differences in self-reported health-related quality of life disappeared when non-verbal and language ability were covaried, though neither of the covariates was systematically related to scores. Other within-child factors such as emotional understanding and competence should be explored in future studies.ImplicationsFurther research into child and contextual factors may elucidate risk or protective factors for health-related quality of life in children with neurodevelopmental disorders. En ligne : https://doi.org/10.1177/2396941519851225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Health-related quality of life in children with autism spectrum disorders and children with developmental language disorders [Texte imprimé et/ou numérique] / Catherine COALES, Auteur ; Natalie HEANEY, Auteur ; Jessie RICKETTS, Auteur ; Julie E. DOCKRELL, Auteur ; Geoff LINDSAY, Auteur ; Olympia PALIKARA, Auteur ; Tony CHARMAN, Auteur. in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : Background and aimsThere is a paucity of literature investigating health-related quality of life in neurodevelopmental populations including children with developmental language disorders and children with autism spectrum disorder. Health-related quality of life in these two groups remains poorly understood. Furthermore, studies have typically relied on reports from caregivers and teachers rather than using self-report measures. The aim of the current study is to compare the levels and profiles of self-reported health-related quality of life of children with developmental language disorders and children with autism spectrum disorder.MethodsParticipants comprised 114 7-to-13-year-old children with developmental language disorders (n=63) and children with autism spectrum disorder (n=51) attending mainstream school. Self-reported health-related quality of life was measured using the KIDSCREEN-52. We also collected standardised measures of receptive language, autism spectrum disorder symptoms, nonverbal IQ and emotional and behavioural problems.ResultsChildren with developmental language disorders reported health-related quality of life commensurate with normative ranges, except for 2 of the 10 dimensions; the Moods and Emotions domain and the Social acceptance/bullying domain, which were below norms. Children with autism spectrum disorder reported significantly lower health-related quality of life compared to norms and the developmental language disorders group. However, when the effects of non-verbal ability and language ? on which the groups were not matched ? were covaried most group differences fell to non-significance or disappeared. Child characteristics showed few associations with dimensions of health-related quality of life across groups.ConclusionsChildren with autism spectrum disorder may be particularly vulnerable to poorer health-related quality of life and the relevant professionals need to be aware of this. Children with developmental language disorders exhibit a profile of health-related quality of life more in-line with average ranges. However, certain domains warrant monitoring and may benefit from intervention. Many of the between-group differences in self-reported health-related quality of life disappeared when non-verbal and language ability were covaried, though neither of the covariates was systematically related to scores. Other within-child factors such as emotional understanding and competence should be explored in future studies.ImplicationsFurther research into child and contextual factors may elucidate risk or protective factors for health-related quality of life in children with neurodevelopmental disorders. En ligne : https://doi.org/10.1177/2396941519851225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists / Sheila THOMAS in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists Type de document : Texte imprimé et/ou numérique Auteurs : Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists [Texte imprimé et/ou numérique] / Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur. in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

The earlier, the better? Diagnostic experiences of parents in a community-based early intervention system for preschool children with autism / Mitsuaki IWASA in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : The earlier, the better? Diagnostic experiences of parents in a community-based early intervention system for preschool children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Mitsuaki IWASA, Auteur ; Yasuo SHIMIZU, Auteur ; Ikuko HARA, Auteur ; Miho IMAI, Auteur ; Hideo HONDA, Auteur Index. décimale : PER Périodiques Résumé : Background and aimsIn many countries, early detection and diagnosis of autism spectrum disorder is largely dependent on parents? initial concern with early symptoms of autism spectrum disorder. Previous research on parental perceptions of the autism spectrum disorder diagnostic process indicates that parental satisfaction may be due to either the timing of the diagnostic notification or the provision of post-diagnostic support. The objective of this research is to study the diagnostic notification process and its impact on parents who are informed of their young child?s diagnosis before they notice a problem and whose child undergoes early intervention therapy.MethodsEighty parents of preschool children diagnosed and undergoing early intervention for autism were surveyed to examine their experience of the diagnostic disclosure process.ResultsOf 68 respondents, 39 (58.2%) approved of the timing of diagnostic notification, while 10 of 13 dissatisfied respondents indicated that the diagnosis was communicated too late. However, there was no correlation between a higher degree of parental satisfaction with the diagnostic notification process and earlier timing of notification.ConclusionsAlthough it is preferable to communicate a diagnosis of childhood autism as soon as possible, findings suggest that a highly individualized approach, allowing a degree of latitude in the timing of notification, may be permissible, depending on the individual case and parental readiness to receive the diagnosis.ImplicationsFindings have clinical implications related to the concept of optimality of diagnostic disclosure as related to the diagnostic notification process, though later notification tends to lead to more dissatisfaction. En ligne : https://doi.org/10.1177/2396941519845201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] The earlier, the better? Diagnostic experiences of parents in a community-based early intervention system for preschool children with autism [Texte imprimé et/ou numérique] / Mitsuaki IWASA, Auteur ; Yasuo SHIMIZU, Auteur ; Ikuko HARA, Auteur ; Miho IMAI, Auteur ; Hideo HONDA, Auteur. in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : Background and aimsIn many countries, early detection and diagnosis of autism spectrum disorder is largely dependent on parents? initial concern with early symptoms of autism spectrum disorder. Previous research on parental perceptions of the autism spectrum disorder diagnostic process indicates that parental satisfaction may be due to either the timing of the diagnostic notification or the provision of post-diagnostic support. The objective of this research is to study the diagnostic notification process and its impact on parents who are informed of their young child?s diagnosis before they notice a problem and whose child undergoes early intervention therapy.MethodsEighty parents of preschool children diagnosed and undergoing early intervention for autism were surveyed to examine their experience of the diagnostic disclosure process.ResultsOf 68 respondents, 39 (58.2%) approved of the timing of diagnostic notification, while 10 of 13 dissatisfied respondents indicated that the diagnosis was communicated too late. However, there was no correlation between a higher degree of parental satisfaction with the diagnostic notification process and earlier timing of notification.ConclusionsAlthough it is preferable to communicate a diagnosis of childhood autism as soon as possible, findings suggest that a highly individualized approach, allowing a degree of latitude in the timing of notification, may be permissible, depending on the individual case and parental readiness to receive the diagnosis.ImplicationsFindings have clinical implications related to the concept of optimality of diagnostic disclosure as related to the diagnostic notification process, though later notification tends to lead to more dissatisfaction. En ligne : https://doi.org/10.1177/2396941519845201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

An experimental study of word learning in minimally verbal children and adolescents with autism spectrum disorder / Robert M. JOSEPH in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : An experimental study of word learning in minimally verbal children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Robert M. JOSEPH, Auteur ; Daniela Plesa SKWERER, Auteur ; Brady EGGLESTON, Auteur ; Steven R. MEYER, Auteur ; Helen TAGER-FLUSBERG, Auteur Index. décimale : PER Périodiques Résumé : Background and aimsWhen children hear a novel word, they tend to associate it with a novel rather than a familiar object. The ability to map a novel word to its corresponding referent is thought to depend, at least in part, on language-learning strategies, such as mutual exclusivity and lexical contrast. Although the importance of word learning strategies has been broadly investigated in typically developing children as well as younger children with autism spectrum disorder, who are usually language delayed, there is a paucity of research on such strategies and their role in language learning in school-age children and adolescents with autism spectrum disorder who have failed to develop fluent speech. In this study, we examined the ability of minimally verbal children and adolescents with autism spectrum disorder to learn and retain novel words in an experimental task, as well as the cognitive, language, and social correlates of these abilities. We were primarily interested in the characteristics that differentiated between three subgroups of participants: those unable to use word learning strategies, particularly mutual exclusivity, to learn novel words; those able to learn novel words over several exposure trials but not able retain them; and those able to retain the words they learned.MethodsParticipants were 29 minimally verbal individuals with autism spectrum disorder from 5 to 17 years of age. Participants completed a computerized touchscreen novel-word-learning procedure followed by assessments of immediate retention and of delayed retention, two hours later. Participants were grouped according to whether they passed/failed at least 7 of 8 (binomial p? En ligne : https://doi.org/10.1177/2396941519834717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] An experimental study of word learning in minimally verbal children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Robert M. JOSEPH, Auteur ; Daniela Plesa SKWERER, Auteur ; Brady EGGLESTON, Auteur ; Steven R. MEYER, Auteur ; Helen TAGER-FLUSBERG, Auteur. in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : Background and aimsWhen children hear a novel word, they tend to associate it with a novel rather than a familiar object. The ability to map a novel word to its corresponding referent is thought to depend, at least in part, on language-learning strategies, such as mutual exclusivity and lexical contrast. Although the importance of word learning strategies has been broadly investigated in typically developing children as well as younger children with autism spectrum disorder, who are usually language delayed, there is a paucity of research on such strategies and their role in language learning in school-age children and adolescents with autism spectrum disorder who have failed to develop fluent speech. In this study, we examined the ability of minimally verbal children and adolescents with autism spectrum disorder to learn and retain novel words in an experimental task, as well as the cognitive, language, and social correlates of these abilities. We were primarily interested in the characteristics that differentiated between three subgroups of participants: those unable to use word learning strategies, particularly mutual exclusivity, to learn novel words; those able to learn novel words over several exposure trials but not able retain them; and those able to retain the words they learned.MethodsParticipants were 29 minimally verbal individuals with autism spectrum disorder from 5 to 17 years of age. Participants completed a computerized touchscreen novel-word-learning procedure followed by assessments of immediate retention and of delayed retention, two hours later. Participants were grouped according to whether they passed/failed at least 7 of 8 (binomial p? En ligne : https://doi.org/10.1177/2396941519834717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

The earlier, the better? Diagnostic experiences of parents in a community-based early intervention system for preschool children with autism / Mitsuaki IWASA in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : The earlier, the better? Diagnostic experiences of parents in a community-based early intervention system for preschool children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Mitsuaki IWASA, Auteur ; Yasuo SHIMIZU, Auteur ; Ikuko HARA, Auteur ; Miho IMAI, Auteur ; Hideo HONDA, Auteur Langues : Anglais (eng) Mots-clés : Autism  early diagnosis  parents  optimality in disclosure of the diagnosis Index. décimale : PER Périodiques Résumé : Background and aimsIn many countries, early detection and diagnosis of autism spectrum disorder is largely dependent on parents? initial concern with early symptoms of autism spectrum disorder. Previous research on parental perceptions of the autism spectrum disorder diagnostic process indicates that parental satisfaction may be due to either the timing of the diagnostic notification or the provision of post-diagnostic support. The objective of this research is to study the diagnostic notification process and its impact on parents who are informed of their young child?s diagnosis before they notice a problem and whose child undergoes early intervention therapy.MethodsEighty parents of preschool children diagnosed and undergoing early intervention for autism were surveyed to examine their experience of the diagnostic disclosure process.ResultsOf 68 respondents, 39 (58.2%) approved of the timing of diagnostic notification, while 10 of 13 dissatisfied respondents indicated that the diagnosis was communicated too late. However, there was no correlation between a higher degree of parental satisfaction with the diagnostic notification process and earlier timing of notification.ConclusionsAlthough it is preferable to communicate a diagnosis of childhood autism as soon as possible, findings suggest that a highly individualized approach, allowing a degree of latitude in the timing of notification, may be permissible, depending on the individual case and parental readiness to receive the diagnosis.ImplicationsFindings have clinical implications related to the concept of optimality of diagnostic disclosure as related to the diagnostic notification process, though later notification tends to lead to more dissatisfaction. En ligne : https://doi.org/10.1177/2396941519845201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] The earlier, the better? Diagnostic experiences of parents in a community-based early intervention system for preschool children with autism [Texte imprimé et/ou numérique] / Mitsuaki IWASA, Auteur ; Yasuo SHIMIZU, Auteur ; Ikuko HARA, Auteur ; Miho IMAI, Auteur ; Hideo HONDA, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism  early diagnosis  parents  optimality in disclosure of the diagnosis Index. décimale : PER Périodiques Résumé : Background and aimsIn many countries, early detection and diagnosis of autism spectrum disorder is largely dependent on parents? initial concern with early symptoms of autism spectrum disorder. Previous research on parental perceptions of the autism spectrum disorder diagnostic process indicates that parental satisfaction may be due to either the timing of the diagnostic notification or the provision of post-diagnostic support. The objective of this research is to study the diagnostic notification process and its impact on parents who are informed of their young child?s diagnosis before they notice a problem and whose child undergoes early intervention therapy.MethodsEighty parents of preschool children diagnosed and undergoing early intervention for autism were surveyed to examine their experience of the diagnostic disclosure process.ResultsOf 68 respondents, 39 (58.2%) approved of the timing of diagnostic notification, while 10 of 13 dissatisfied respondents indicated that the diagnosis was communicated too late. However, there was no correlation between a higher degree of parental satisfaction with the diagnostic notification process and earlier timing of notification.ConclusionsAlthough it is preferable to communicate a diagnosis of childhood autism as soon as possible, findings suggest that a highly individualized approach, allowing a degree of latitude in the timing of notification, may be permissible, depending on the individual case and parental readiness to receive the diagnosis.ImplicationsFindings have clinical implications related to the concept of optimality of diagnostic disclosure as related to the diagnostic notification process, though later notification tends to lead to more dissatisfaction. En ligne : https://doi.org/10.1177/2396941519845201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists / Sheila THOMAS in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists Type de document : Texte imprimé et/ou numérique Auteurs : Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur Langues : Anglais (eng) Mots-clés : Developmental Language Disorder  assessment  diagnosis  speech and language therapy Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists [Texte imprimé et/ou numérique] / Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Developmental Language Disorder  assessment  diagnosis  speech and language therapy Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Health-related quality of life in children with autism spectrum disorders and children with developmental language disorders / Catherine COALES in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Health-related quality of life in children with autism spectrum disorders and children with developmental language disorders Type de document : Texte imprimé et/ou numérique Auteurs : Catherine COALES, Auteur ; Natalie HEANEY, Auteur ; Jessie RICKETTS, Auteur ; Julie E. DOCKRELL, Auteur ; Geoff LINDSAY, Auteur ; Olympia PALIKARA, Auteur ; Tony CHARMAN, Auteur Langues : Anglais (eng) Mots-clés : Language impairment  autism spectrum disorders  emotional and behavioural problems  health-related quality of life  well-being Index. décimale : PER Périodiques Résumé : Background and aimsThere is a paucity of literature investigating health-related quality of life in neurodevelopmental populations including children with developmental language disorders and children with autism spectrum disorder. Health-related quality of life in these two groups remains poorly understood. Furthermore, studies have typically relied on reports from caregivers and teachers rather than using self-report measures. The aim of the current study is to compare the levels and profiles of self-reported health-related quality of life of children with developmental language disorders and children with autism spectrum disorder.MethodsParticipants comprised 114 7-to-13-year-old children with developmental language disorders (n=63) and children with autism spectrum disorder (n=51) attending mainstream school. Self-reported health-related quality of life was measured using the KIDSCREEN-52. We also collected standardised measures of receptive language, autism spectrum disorder symptoms, nonverbal IQ and emotional and behavioural problems.ResultsChildren with developmental language disorders reported health-related quality of life commensurate with normative ranges, except for 2 of the 10 dimensions; the Moods and Emotions domain and the Social acceptance/bullying domain, which were below norms. Children with autism spectrum disorder reported significantly lower health-related quality of life compared to norms and the developmental language disorders group. However, when the effects of non-verbal ability and language ? on which the groups were not matched ? were covaried most group differences fell to non-significance or disappeared. Child characteristics showed few associations with dimensions of health-related quality of life across groups.ConclusionsChildren with autism spectrum disorder may be particularly vulnerable to poorer health-related quality of life and the relevant professionals need to be aware of this. Children with developmental language disorders exhibit a profile of health-related quality of life more in-line with average ranges. However, certain domains warrant monitoring and may benefit from intervention. Many of the between-group differences in self-reported health-related quality of life disappeared when non-verbal and language ability were covaried, though neither of the covariates was systematically related to scores. Other within-child factors such as emotional understanding and competence should be explored in future studies.ImplicationsFurther research into child and contextual factors may elucidate risk or protective factors for health-related quality of life in children with neurodevelopmental disorders. En ligne : https://doi.org/10.1177/2396941519851225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] Health-related quality of life in children with autism spectrum disorders and children with developmental language disorders [Texte imprimé et/ou numérique] / Catherine COALES, Auteur ; Natalie HEANEY, Auteur ; Jessie RICKETTS, Auteur ; Julie E. DOCKRELL, Auteur ; Geoff LINDSAY, Auteur ; Olympia PALIKARA, Auteur ; Tony CHARMAN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Language impairment  autism spectrum disorders  emotional and behavioural problems  health-related quality of life  well-being Index. décimale : PER Périodiques Résumé : Background and aimsThere is a paucity of literature investigating health-related quality of life in neurodevelopmental populations including children with developmental language disorders and children with autism spectrum disorder. Health-related quality of life in these two groups remains poorly understood. Furthermore, studies have typically relied on reports from caregivers and teachers rather than using self-report measures. The aim of the current study is to compare the levels and profiles of self-reported health-related quality of life of children with developmental language disorders and children with autism spectrum disorder.MethodsParticipants comprised 114 7-to-13-year-old children with developmental language disorders (n=63) and children with autism spectrum disorder (n=51) attending mainstream school. Self-reported health-related quality of life was measured using the KIDSCREEN-52. We also collected standardised measures of receptive language, autism spectrum disorder symptoms, nonverbal IQ and emotional and behavioural problems.ResultsChildren with developmental language disorders reported health-related quality of life commensurate with normative ranges, except for 2 of the 10 dimensions; the Moods and Emotions domain and the Social acceptance/bullying domain, which were below norms. Children with autism spectrum disorder reported significantly lower health-related quality of life compared to norms and the developmental language disorders group. However, when the effects of non-verbal ability and language ? on which the groups were not matched ? were covaried most group differences fell to non-significance or disappeared. Child characteristics showed few associations with dimensions of health-related quality of life across groups.ConclusionsChildren with autism spectrum disorder may be particularly vulnerable to poorer health-related quality of life and the relevant professionals need to be aware of this. Children with developmental language disorders exhibit a profile of health-related quality of life more in-line with average ranges. However, certain domains warrant monitoring and may benefit from intervention. Many of the between-group differences in self-reported health-related quality of life disappeared when non-verbal and language ability were covaried, though neither of the covariates was systematically related to scores. Other within-child factors such as emotional understanding and competence should be explored in future studies.ImplicationsFurther research into child and contextual factors may elucidate risk or protective factors for health-related quality of life in children with neurodevelopmental disorders. En ligne : https://doi.org/10.1177/2396941519851225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

The gesture–language association over time in toddlers with and without language delays / Stacy S. MANWARING in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : The gesture–language association over time in toddlers with and without language delays Type de document : Texte imprimé et/ou numérique Auteurs : Stacy S. MANWARING, Auteur ; Lauren SWINEFORD, Auteur ; Danielle L. MEAD, Auteur ; Chih-Ching YEH, Auteur ; Yue ZHANG, Auteur ; Audrey THURM, Auteur Langues : Anglais (eng) Mots-clés : Gesture  deictic  language delay  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and aimsYoung children with language delays or other factors that heighten risk for autism spectrum disorder often show reduced gesture use. In particular, deictic gestures such as pointing and showing are reported to be deficient in young children with autism spectrum disorder, and their use has been found to predict expressive vocabulary development. The first aim of this study was to examine the production of two types of gestures (deictic and conventional) for two communicative functions (behavior regulation and joint attention) across two observational contexts in a sample of 18-month-old toddlers with significant language delays compared to typical controls. The second aim was to examine if and how gesture use (type and communicative function) at 18 months is associated with later receptive and expressive language.MethodsToddlers with significant language delays (n=30) or typical development (n=62) were drawn from longitudinal studies of early language delay as a risk factor for autism spectrum disorder. Toddlers identified with early language delay were classified based on a diagnosis of autism spectrum disorder (n=12) or non-autism spectrum disorder (n=18) after an evaluation at 36 months. Gestures were coded from video recordings of the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and a naturalistic parent?child interaction obtained at 18 months. Language outcomes included receptive and expressive age equivalents from the Mullen Scales of Early Learning and the number of words produced on the MacArthur?Bates Communicative Development Inventories.ResultsAt 18 months, toddlers with language delay showed reduced deictic and conventional gesture use in both the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and parent?child interaction compared to toddlers with typical development. Within the language delay group, toddlers with an autism spectrum disorder diagnosis at outcome also produced significantly fewer deictic gestures than those without an autism spectrum disorder diagnosis across both communicative functions and observational contexts. While all groups of toddlers gestured more in the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample, the mean difference in gesture use between the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and parent?child interaction was significantly larger in toddlers with typical development than language delay for deictic gestures, as compared to the difference between the two contexts for conventional gestures. In the combined sample, a significant association was found between deictic gestures used in the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and change in the number of words produced from 18 to 36 months, accounting for significant demographic and developmental confounders.ConclusionsFindings show that early language delay is associated with reduced deictic and conventional gestures across observational contexts. Importantly, deictic gesture use, but not conventional, was associated with the development of expressive language in toddlers with and without language delays.ImplicationsDeictic gestures play an important role in the development of expressive language in toddlers, including those with language delays. Assessment of young children with language delays should include evaluation of types of gestures used and communicative function of gestures, with assessments utilizing communicative temptations yielding higher rates of gesture production. Directly targeting both gesture type and function in early intervention may be important in facilitating the development of language. En ligne : https://doi.org/10.1177/2396941519845545 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] The gesture–language association over time in toddlers with and without language delays [Texte imprimé et/ou numérique] / Stacy S. MANWARING, Auteur ; Lauren SWINEFORD, Auteur ; Danielle L. MEAD, Auteur ; Chih-Ching YEH, Auteur ; Yue ZHANG, Auteur ; Audrey THURM, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Gesture  deictic  language delay  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and aimsYoung children with language delays or other factors that heighten risk for autism spectrum disorder often show reduced gesture use. In particular, deictic gestures such as pointing and showing are reported to be deficient in young children with autism spectrum disorder, and their use has been found to predict expressive vocabulary development. The first aim of this study was to examine the production of two types of gestures (deictic and conventional) for two communicative functions (behavior regulation and joint attention) across two observational contexts in a sample of 18-month-old toddlers with significant language delays compared to typical controls. The second aim was to examine if and how gesture use (type and communicative function) at 18 months is associated with later receptive and expressive language.MethodsToddlers with significant language delays (n=30) or typical development (n=62) were drawn from longitudinal studies of early language delay as a risk factor for autism spectrum disorder. Toddlers identified with early language delay were classified based on a diagnosis of autism spectrum disorder (n=12) or non-autism spectrum disorder (n=18) after an evaluation at 36 months. Gestures were coded from video recordings of the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and a naturalistic parent?child interaction obtained at 18 months. Language outcomes included receptive and expressive age equivalents from the Mullen Scales of Early Learning and the number of words produced on the MacArthur?Bates Communicative Development Inventories.ResultsAt 18 months, toddlers with language delay showed reduced deictic and conventional gesture use in both the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and parent?child interaction compared to toddlers with typical development. Within the language delay group, toddlers with an autism spectrum disorder diagnosis at outcome also produced significantly fewer deictic gestures than those without an autism spectrum disorder diagnosis across both communicative functions and observational contexts. While all groups of toddlers gestured more in the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample, the mean difference in gesture use between the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and parent?child interaction was significantly larger in toddlers with typical development than language delay for deictic gestures, as compared to the difference between the two contexts for conventional gestures. In the combined sample, a significant association was found between deictic gestures used in the Communication and Symbolic Behavior Scales Developmental Profile?Behavior Sample and change in the number of words produced from 18 to 36 months, accounting for significant demographic and developmental confounders.ConclusionsFindings show that early language delay is associated with reduced deictic and conventional gestures across observational contexts. Importantly, deictic gesture use, but not conventional, was associated with the development of expressive language in toddlers with and without language delays.ImplicationsDeictic gestures play an important role in the development of expressive language in toddlers, including those with language delays. Assessment of young children with language delays should include evaluation of types of gestures used and communicative function of gestures, with assessments utilizing communicative temptations yielding higher rates of gesture production. Directly targeting both gesture type and function in early intervention may be important in facilitating the development of language. En ligne : https://doi.org/10.1177/2396941519845545 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

Motor speech impairment predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder / Karen CHENAUSKY in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Motor speech impairment predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Karen CHENAUSKY, Auteur ; Amanda BRIGNELL, Auteur ; Angela MORGAN, Auteur ; Helen TAGER-FLUSBERG, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  speech  expressive language  motor speech disorder  childhood apraxia of speech Index. décimale : PER Périodiques Résumé : Background and aimsDevelopmental motor speech impairment has been suspected, but rarely systematically examined, in low- and minimally verbal individuals with autism spectrum disorder. We aimed to investigate the extent of motor speech impairment in this population and its relation to number of different words produced during a semi-structured language sample.MethodsVideos of 54 low-verbal and minimally verbal individuals (ages 4;4?18;10) performing portions of a speech praxis test were coded for signs of motor speech impairment (e.g., childhood apraxia of speech). Age, autism spectrum disorder severity, nonspeech oral-motor ability, speech production ability, nonverbal IQ, and receptive vocabulary were compared between groups.ResultsFour groups emerged: (1) speech within normal limits (n=12), (2) non-childhood apraxia of speech impairment (n=16), (3) suspected childhood apraxia of speech (n=13), and (4) insufficient speech to rate (n=13). Groups differed significantly in nonspeech oral-motor ability, speech production ability, nonverbal IQ, and receptive vocabulary. Overall, only speech production ability and receptive vocabulary accounted for significant variance in number of different words. Receptive vocabulary significantly predicted number of different words only in Groups 1 and 2, while speech production ability significantly predicted number of different words only in Groups 3 and 4.Conclusions and implicationsIf replicated, our findings have important implications for developing much-needed spoken language interventions in minimally verbal individuals with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519856333 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] Motor speech impairment predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Karen CHENAUSKY, Auteur ; Amanda BRIGNELL, Auteur ; Angela MORGAN, Auteur ; Helen TAGER-FLUSBERG, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism spectrum disorder  speech  expressive language  motor speech disorder  childhood apraxia of speech Index. décimale : PER Périodiques Résumé : Background and aimsDevelopmental motor speech impairment has been suspected, but rarely systematically examined, in low- and minimally verbal individuals with autism spectrum disorder. We aimed to investigate the extent of motor speech impairment in this population and its relation to number of different words produced during a semi-structured language sample.MethodsVideos of 54 low-verbal and minimally verbal individuals (ages 4;4?18;10) performing portions of a speech praxis test were coded for signs of motor speech impairment (e.g., childhood apraxia of speech). Age, autism spectrum disorder severity, nonspeech oral-motor ability, speech production ability, nonverbal IQ, and receptive vocabulary were compared between groups.ResultsFour groups emerged: (1) speech within normal limits (n=12), (2) non-childhood apraxia of speech impairment (n=16), (3) suspected childhood apraxia of speech (n=13), and (4) insufficient speech to rate (n=13). Groups differed significantly in nonspeech oral-motor ability, speech production ability, nonverbal IQ, and receptive vocabulary. Overall, only speech production ability and receptive vocabulary accounted for significant variance in number of different words. Receptive vocabulary significantly predicted number of different words only in Groups 1 and 2, while speech production ability significantly predicted number of different words only in Groups 3 and 4.Conclusions and implicationsIf replicated, our findings have important implications for developing much-needed spoken language interventions in minimally verbal individuals with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519856333 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

Self-perception of friendship style: Young adults with and without autism spectrum disorder / Erinn H. FINKE in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Self-perception of friendship style: Young adults with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Erinn H. FINKE, Auteur ; Jillian H. MCCARTHY, Auteur ; Natalie A. SARVER, Auteur Langues : Anglais (eng) Mots-clés : Young adults  friendship  survey research  congruence  autism Index. décimale : PER Périodiques Résumé : BackgroundIt has been reported that people on the autism spectrum have difficulty making and maintaining friendships. Congruence of perspective on friendships and friendship practices may affect the frequency and intensity of friendships, but this is not well understood.AimsThe aims of the current project were to identify the similarities and differences in the broad perspectives and friendship practices of young adults with and without autism.Method and proceduresYoung adults with and without autism between the ages of 18 and 24 years completed an online survey to determine the friendship preferences that most define the perspectives of young adults with autism.Outcomes and resultsThe results identified primarily differences in the broad perspectives and friendship practices of young adults with and without autism spectrum disorder, which may provide a context for understanding the values and priorities that need to be considered as two people (whether they have an autism spectrum disorder diagnosis or not) embark on a new potential friendship, and may help people with autism (as well as clinicians, educators, and caregivers) understand why some friendships flounder and others are established and maintained with relative ease. En ligne : https://doi.org/10.1177/2396941519855390 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] Self-perception of friendship style: Young adults with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Erinn H. FINKE, Auteur ; Jillian H. MCCARTHY, Auteur ; Natalie A. SARVER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Young adults  friendship  survey research  congruence  autism Index. décimale : PER Périodiques Résumé : BackgroundIt has been reported that people on the autism spectrum have difficulty making and maintaining friendships. Congruence of perspective on friendships and friendship practices may affect the frequency and intensity of friendships, but this is not well understood.AimsThe aims of the current project were to identify the similarities and differences in the broad perspectives and friendship practices of young adults with and without autism.Method and proceduresYoung adults with and without autism between the ages of 18 and 24 years completed an online survey to determine the friendship preferences that most define the perspectives of young adults with autism.Outcomes and resultsThe results identified primarily differences in the broad perspectives and friendship practices of young adults with and without autism spectrum disorder, which may provide a context for understanding the values and priorities that need to be considered as two people (whether they have an autism spectrum disorder diagnosis or not) embark on a new potential friendship, and may help people with autism (as well as clinicians, educators, and caregivers) understand why some friendships flounder and others are established and maintained with relative ease. En ligne : https://doi.org/10.1177/2396941519855390 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

The Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder / Helen E. FLANAGAN in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : The Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen E. FLANAGAN, Auteur ; Isabel M. SMITH, Auteur ; Fiona DAVIDSON, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  communication and language  intervention/therapy  pre-school children  Naturalistic Developmental Behavioral Intervention Index. décimale : PER Périodiques Résumé : Background and aimsWe introduce the Assessment of Phase of Preschool Language (APPL), a rating form that characterizes children?s language according to a well-established framework recommended by Tager-Flusberg et al. (2009). The language benchmarks framework defines children?s language as falling at one of the Pre-verbal, First Words, Word Combinations, Sentences, or Complex Language phases for phonology, vocabulary, grammar, pragmatics, and overall language. The APPL is a flexible assessment tool that allows assessors to determine language phase using a range of assessment sources: natural language samples, standardized measures, and/or parent rating forms. Using the APPL, we examined language profiles in four- and five-year-olds with autism spectrum disorder and explored language development during a community-based Naturalistic Developmental Behavioral Intervention program.MethodsCommunity speech-language pathologists completed the APPL with 95 four- and five-year-olds at the beginning of the treatment. The APPL was re-administered after a mean of 10 months of intervention (SD=2 months) for 46 of these children. Children received treatment for up to 15?h per week in their homes and/or community childcare centers. Pivotal Response Treatment was the main form of intervention. The Picture Exchange Communication System or other augmentative and alternative communication systems were also used with many pre-verbal children.ResultsAt the beginning of intervention, the most common language phase was Word Combinations (44%), followed by Pre-verbal (26%), Sentences (20%), and then First Words (10%). Only 24% of children had even profiles (i.e. phonology, vocabulary, grammar, and pragmatics skills at the same level). Phonology was a common area of relative strength, and pragmatics was a common area of relative weakness. Ten months of intervention was associated with gains in overall language phase for 37% of children. Approximately half gained at least one phase in Grammar (57%), Vocabulary (51%), and Phonology (46%), while Pragmatics improved for 33%. Gains varied based on initial language phase. Inclusion of skills using augmentative and alternative communication enhanced interpretation of change during intervention.ConclusionsFour- and five-year-olds with autism spectrum disorder in this sample tended to have uneven skills across expressive language domains. Community-based Naturalistic Developmental Behavioral Intervention was associated with gains in language phase in older preschoolers with autism spectrum disorder. Gains varied across language domains and were influenced by initial language phase.ImplicationsThe Assessment of Phase of Preschool Language is a useful tool to support consistent application of the language benchmarks framework. It is important to consider all language domains when characterizing language skills and treatment impact in children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519864084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] The Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder [Texte imprimé et/ou numérique] / Helen E. FLANAGAN, Auteur ; Isabel M. SMITH, Auteur ; Fiona DAVIDSON, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism spectrum disorders  communication and language  intervention/therapy  pre-school children  Naturalistic Developmental Behavioral Intervention Index. décimale : PER Périodiques Résumé : Background and aimsWe introduce the Assessment of Phase of Preschool Language (APPL), a rating form that characterizes children?s language according to a well-established framework recommended by Tager-Flusberg et al. (2009). The language benchmarks framework defines children?s language as falling at one of the Pre-verbal, First Words, Word Combinations, Sentences, or Complex Language phases for phonology, vocabulary, grammar, pragmatics, and overall language. The APPL is a flexible assessment tool that allows assessors to determine language phase using a range of assessment sources: natural language samples, standardized measures, and/or parent rating forms. Using the APPL, we examined language profiles in four- and five-year-olds with autism spectrum disorder and explored language development during a community-based Naturalistic Developmental Behavioral Intervention program.MethodsCommunity speech-language pathologists completed the APPL with 95 four- and five-year-olds at the beginning of the treatment. The APPL was re-administered after a mean of 10 months of intervention (SD=2 months) for 46 of these children. Children received treatment for up to 15?h per week in their homes and/or community childcare centers. Pivotal Response Treatment was the main form of intervention. The Picture Exchange Communication System or other augmentative and alternative communication systems were also used with many pre-verbal children.ResultsAt the beginning of intervention, the most common language phase was Word Combinations (44%), followed by Pre-verbal (26%), Sentences (20%), and then First Words (10%). Only 24% of children had even profiles (i.e. phonology, vocabulary, grammar, and pragmatics skills at the same level). Phonology was a common area of relative strength, and pragmatics was a common area of relative weakness. Ten months of intervention was associated with gains in overall language phase for 37% of children. Approximately half gained at least one phase in Grammar (57%), Vocabulary (51%), and Phonology (46%), while Pragmatics improved for 33%. Gains varied based on initial language phase. Inclusion of skills using augmentative and alternative communication enhanced interpretation of change during intervention.ConclusionsFour- and five-year-olds with autism spectrum disorder in this sample tended to have uneven skills across expressive language domains. Community-based Naturalistic Developmental Behavioral Intervention was associated with gains in language phase in older preschoolers with autism spectrum disorder. Gains varied across language domains and were influenced by initial language phase.ImplicationsThe Assessment of Phase of Preschool Language is a useful tool to support consistent application of the language benchmarks framework. It is important to consider all language domains when characterizing language skills and treatment impact in children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519864084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions / Elma BLOM in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions Type de document : Texte imprimé et/ou numérique Auteurs : Elma BLOM, Auteur ; Tessel BOERMA, Auteur Langues : Anglais (eng) Mots-clés : Bidirectional bootstrapping  lexicon-grammar relations  nonverbal cognition  language impairment  cross-lagged analyses Index. décimale : PER Périodiques Résumé : Background and aimsRecent research indicates that children with Developmental Language Disorder (DLD) often also score lower than their peers with typical development (TD) on tasks testing nonverbal executive functioning (EF). This study investigated whether there is evidence that children with DLD use linguistic and EF resources to support their lexical and syntactic development. Three questions were addressed: (1) How do children with DLD develop in the domains of lexicon and syntax, and how does their development compare to TD controls? (2) To what extent do children with DLD show reciprocal relations between lexical and syntactic skills, and how does this compare to TD controls? (3) Is EF ability related to DLD children?s lexical and syntactic skills, and how does this compare to TD controls?MethodsData from 117 children (NDLD=78; NTD=39) were collected three times with yearly intervals. At time 1, the children were 5 or 6 years old. Standardized receptive vocabulary and sentence repetition tests measured lexicon and syntax, respectively. Nonverbal EF tasks tested selective attention, interference control and working memory. Cross-lagged analyses were conducted to determine the direction of relationships.ResultsBoth groups showed stable lexical and syntactic growth. In children with DLD, but not in TD controls, syntactic skills predicted lexical skills. In the DLD group, EF predicted lexical skills. Reversely, in the TD group, lexical skills predicted EF.ConclusionsThe results of this study are consistent with the hypothesis that the lexical development of children with DLD is supported by both their verbal abilities in the domain of syntax and their nonverbal EF abilities.ImplicationsInterventions that improve the syntactic and EF abilities of children with DLD may have spreading effects and positively impact on word learning by children with DLD. En ligne : https://doi.org/10.1177/2396941519863984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions [Texte imprimé et/ou numérique] / Elma BLOM, Auteur ; Tessel BOERMA, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Bidirectional bootstrapping  lexicon-grammar relations  nonverbal cognition  language impairment  cross-lagged analyses Index. décimale : PER Périodiques Résumé : Background and aimsRecent research indicates that children with Developmental Language Disorder (DLD) often also score lower than their peers with typical development (TD) on tasks testing nonverbal executive functioning (EF). This study investigated whether there is evidence that children with DLD use linguistic and EF resources to support their lexical and syntactic development. Three questions were addressed: (1) How do children with DLD develop in the domains of lexicon and syntax, and how does their development compare to TD controls? (2) To what extent do children with DLD show reciprocal relations between lexical and syntactic skills, and how does this compare to TD controls? (3) Is EF ability related to DLD children?s lexical and syntactic skills, and how does this compare to TD controls?MethodsData from 117 children (NDLD=78; NTD=39) were collected three times with yearly intervals. At time 1, the children were 5 or 6 years old. Standardized receptive vocabulary and sentence repetition tests measured lexicon and syntax, respectively. Nonverbal EF tasks tested selective attention, interference control and working memory. Cross-lagged analyses were conducted to determine the direction of relationships.ResultsBoth groups showed stable lexical and syntactic growth. In children with DLD, but not in TD controls, syntactic skills predicted lexical skills. In the DLD group, EF predicted lexical skills. Reversely, in the TD group, lexical skills predicted EF.ConclusionsThe results of this study are consistent with the hypothesis that the lexical development of children with DLD is supported by both their verbal abilities in the domain of syntax and their nonverbal EF abilities.ImplicationsInterventions that improve the syntactic and EF abilities of children with DLD may have spreading effects and positively impact on word learning by children with DLD. En ligne : https://doi.org/10.1177/2396941519863984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder / Lisa CAMPBELL in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lisa CAMPBELL, Auteur ; Hilary NICOLL, Auteur ; Susan H. EBBELS, Auteur Langues : Anglais (eng) Mots-clés : Adolescents  developmental language Disorder  intervention/therapy  language impairment/disorder  vocabulary  word finding difficulties Index. décimale : PER Périodiques Résumé : Background and aimsLittle evidence exists for the effectiveness of intervention for older adolescents and young adults with language disorders, particularly for those over 16 years. This study involves college-aged students aged 16?19 years with Language Disorder and Word-Finding Difficulties and investigates whether progress in word finding following 1:1 semantic intervention is greater than progress during a baseline period as measured by a standardised test.MethodsTwenty-five college-aged students (20 males and 5 females) with Language Disorder and Word-Finding Difficulties (aged 16;4?18;4 years) participated in a single baseline design study comparing progress on the Test of Adolescent and Adult Word Finding during an intervention period with progress during a baseline period of equal length. Intervention was focused on semantics of different words from those in the Test of Adolescent and Adult Word Finding and was delivered 1:1 by the participants? usual Speech and Language Therapist, 30 minutes per week, for eight weeks.ResultsThe participants made significant progress in raw score on the Test of Adolescent and Adult Word Finding during both the baseline (d=1.4) and intervention (d=2.5) periods, but progress during the intervention period was significantly greater than during the baseline period (d=1.16). Individual data showed reliable change for five participants during the baseline period and for 20 participants during the intervention period. At the start of the study, all participants had standard scores below 85, but after intervention, 10/25 participants scored above 85.ConclusionsFour hours of semantic intervention led to significantly greater gains on a standardised test of word finding than during a baseline period of equal length in 16?19 year olds with Language Disorder and Word-Finding Difficulties. The words in the standardised test had not been included in the intervention, indicating generalised gains.ImplicationsThis study shows that intervention (at least for Word-Finding Difficulties) can be effective for this older age group of college-aged students with Language Disorder and therefore the effectiveness of Speech and Language Therapy services for this age group in a wider range of areas of language should also be investigated. En ligne : https://doi.org/10.1177/2396941519870784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder [Texte imprimé et/ou numérique] / Lisa CAMPBELL, Auteur ; Hilary NICOLL, Auteur ; Susan H. EBBELS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Adolescents  developmental language Disorder  intervention/therapy  language impairment/disorder  vocabulary  word finding difficulties Index. décimale : PER Périodiques Résumé : Background and aimsLittle evidence exists for the effectiveness of intervention for older adolescents and young adults with language disorders, particularly for those over 16 years. This study involves college-aged students aged 16?19 years with Language Disorder and Word-Finding Difficulties and investigates whether progress in word finding following 1:1 semantic intervention is greater than progress during a baseline period as measured by a standardised test.MethodsTwenty-five college-aged students (20 males and 5 females) with Language Disorder and Word-Finding Difficulties (aged 16;4?18;4 years) participated in a single baseline design study comparing progress on the Test of Adolescent and Adult Word Finding during an intervention period with progress during a baseline period of equal length. Intervention was focused on semantics of different words from those in the Test of Adolescent and Adult Word Finding and was delivered 1:1 by the participants? usual Speech and Language Therapist, 30 minutes per week, for eight weeks.ResultsThe participants made significant progress in raw score on the Test of Adolescent and Adult Word Finding during both the baseline (d=1.4) and intervention (d=2.5) periods, but progress during the intervention period was significantly greater than during the baseline period (d=1.16). Individual data showed reliable change for five participants during the baseline period and for 20 participants during the intervention period. At the start of the study, all participants had standard scores below 85, but after intervention, 10/25 participants scored above 85.ConclusionsFour hours of semantic intervention led to significantly greater gains on a standardised test of word finding than during a baseline period of equal length in 16?19 year olds with Language Disorder and Word-Finding Difficulties. The words in the standardised test had not been included in the intervention, indicating generalised gains.ImplicationsThis study shows that intervention (at least for Word-Finding Difficulties) can be effective for this older age group of college-aged students with Language Disorder and therefore the effectiveness of Speech and Language Therapy services for this age group in a wider range of areas of language should also be investigated. En ligne : https://doi.org/10.1177/2396941519870784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

Father communication coaching for children with autism spectrum disorder: A single-subject study / Michelle FLIPPIN in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Father communication coaching for children with autism spectrum disorder: A single-subject study Type de document : Texte imprimé et/ou numérique Auteurs : Michelle FLIPPIN, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  father  responsiveness  intervention  communication Index. décimale : PER Périodiques Résumé : Background and aimsParent-mediated interventions have been shown to be effective for improving communication skills for children with autism spectrum disorder when implemented by mothers. Little is known about the efficacy of autism spectrum disorder communication interventions implemented by fathers. This study investigated the effects of a 12-week coaching program on a father?s use of responsive strategies. Targeted responsive strategies included follow-in comments, follow-in directives, responsive physical play, and responsive object play. Collateral measures of changes to child communication skills and parental stress levels were also investigated.MethodsA single subject, multiple baselines across behaviors experiment was conducted with one dyad (i.e. father and child with autism spectrum disorder).ResultsResults showed that the participating father was able to quickly learn to use three of the four targeted responsive strategies (i.e. follow-in comments, follow-in directives, responsive physical play). Child?s use of single words increased over baseline level and beginning use of multi-word utterances was documented. Pre?post intervention changes in ratings of stress for the participating father and mother were noted across child and parent domains.Conclusions and implicationsFindings of this pilot study may have important implications for developing much-needed parent coaching programs to enhance fathers? use of responsive strategies and increase social communication skills for children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519877375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] Father communication coaching for children with autism spectrum disorder: A single-subject study [Texte imprimé et/ou numérique] / Michelle FLIPPIN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism spectrum disorder  father  responsiveness  intervention  communication Index. décimale : PER Périodiques Résumé : Background and aimsParent-mediated interventions have been shown to be effective for improving communication skills for children with autism spectrum disorder when implemented by mothers. Little is known about the efficacy of autism spectrum disorder communication interventions implemented by fathers. This study investigated the effects of a 12-week coaching program on a father?s use of responsive strategies. Targeted responsive strategies included follow-in comments, follow-in directives, responsive physical play, and responsive object play. Collateral measures of changes to child communication skills and parental stress levels were also investigated.MethodsA single subject, multiple baselines across behaviors experiment was conducted with one dyad (i.e. father and child with autism spectrum disorder).ResultsResults showed that the participating father was able to quickly learn to use three of the four targeted responsive strategies (i.e. follow-in comments, follow-in directives, responsive physical play). Child?s use of single words increased over baseline level and beginning use of multi-word utterances was documented. Pre?post intervention changes in ratings of stress for the participating father and mother were noted across child and parent domains.Conclusions and implicationsFindings of this pilot study may have important implications for developing much-needed parent coaching programs to enhance fathers? use of responsive strategies and increase social communication skills for children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519877375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder / Rebecca M. ARMSTRONG in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca M. ARMSTRONG, Auteur ; Jessica PAYNTER, Auteur ; Marleen F. WESTERVELD, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  young children  preschool  fiction  book types Index. décimale : PER Périodiques Résumé : Background and aims: Children’s early interactions with books are important for fostering development of oral language and emergent literacy skills. It is not known whether children diagnosed with autism spectrum disorder show different preferences for text types in the home environment prior to school entry. The current study aimed to: (i) investigate parent-reports of the favourite books of their children with autism spectrum disorder compared to typically developing children and (ii) identify whether there are differences in the reasons why books were preferred across the two groups. Methods: Participants included children (aged 26–70?months) with autism spectrum disorder (n?=?41) and typically developing peers (n?=?164). Parent-reports of their child’s current favourite book/s were coded as fiction versus non-fiction and also category type. Parents also reported why the book was considered a favourite and this was coded. Results: There were no differences between groups for fiction versus non-fiction, with both groups preferring fiction (>95% of responses). A strong category preference for animal topics across both groups was present. Significant group differences were found when asked to select specific reasons for favourite book preferences. Conclusions: This study provides preliminary evidence of similarities between preschool children with autism spectrum disorder and typically developing peers’ preferences for fiction books during the early years. Implications: It should not be assumed that children with autism spectrum disorder have different preferences for book types compared to typically developing children in the early years of development. Providing preschoolers with a range of book types during the preschool years will help to facilitate early language and emergent literacy skills. En ligne : https://doi.org/10.1177/2396941519896736 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder [Texte imprimé et/ou numérique] / Rebecca M. ARMSTRONG, Auteur ; Jessica PAYNTER, Auteur ; Marleen F. WESTERVELD, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism spectrum disorder  young children  preschool  fiction  book types Index. décimale : PER Périodiques Résumé : Background and aims: Children’s early interactions with books are important for fostering development of oral language and emergent literacy skills. It is not known whether children diagnosed with autism spectrum disorder show different preferences for text types in the home environment prior to school entry. The current study aimed to: (i) investigate parent-reports of the favourite books of their children with autism spectrum disorder compared to typically developing children and (ii) identify whether there are differences in the reasons why books were preferred across the two groups. Methods: Participants included children (aged 26–70?months) with autism spectrum disorder (n?=?41) and typically developing peers (n?=?164). Parent-reports of their child’s current favourite book/s were coded as fiction versus non-fiction and also category type. Parents also reported why the book was considered a favourite and this was coded. Results: There were no differences between groups for fiction versus non-fiction, with both groups preferring fiction (>95% of responses). A strong category preference for animal topics across both groups was present. Significant group differences were found when asked to select specific reasons for favourite book preferences. Conclusions: This study provides preliminary evidence of similarities between preschool children with autism spectrum disorder and typically developing peers’ preferences for fiction books during the early years. Implications: It should not be assumed that children with autism spectrum disorder have different preferences for book types compared to typically developing children in the early years of development. Providing preschoolers with a range of book types during the preschool years will help to facilitate early language and emergent literacy skills. En ligne : https://doi.org/10.1177/2396941519896736 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

A review of language regression in autism spectrum disorder and the role of language theories: Towards explanation / Kaitlyn A. CLARKE in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : A review of language regression in autism spectrum disorder and the role of language theories: Towards explanation Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlyn A. CLARKE, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  communication and language  language impairment/disorder  regression  language theory Index. décimale : PER Périodiques Résumé : Background & aims: The purpose of this study is to summarize characteristics of language regression—a phenomenon most commonly associated with autism spectrum disorder, outline language theories of early word learning, and use them to propose theoretical bases to language regression. Method: Using a systematic review of the current literature in language regression and a purposive sampling of language theories, hypotheses for the cause of language regression are discussed. Results: The following hypotheses were developed based on the reviewed theories of word learning: (a) Initial first words were not true words, but instead were protowords; (b) fast mapped forms never progressed to truly learned words; (c) initial first words were echoed productions of heard words; (d) the described regression is actually a maintenance of previous developmental levels with increasing chronological age. Conclusions: It is possible that individuals with autism spectrum disorder are not “losing” words, but instead are not progressing in their ability to learn and use new words. Early word learning in typically developing children is seemingly similar to early development in individuals with autism spectrum disorder; however, the ability to expand from early “intermediate words” to expansive vocabularies, word combinations, and morphological variations is impeded. Clinical implications for evaluation of word “loss” and treatments are discussed. En ligne : https://doi.org/10.1177/2396941519889227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] A review of language regression in autism spectrum disorder and the role of language theories: Towards explanation [Texte imprimé et/ou numérique] / Kaitlyn A. CLARKE, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism spectrum disorders  communication and language  language impairment/disorder  regression  language theory Index. décimale : PER Périodiques Résumé : Background & aims: The purpose of this study is to summarize characteristics of language regression—a phenomenon most commonly associated with autism spectrum disorder, outline language theories of early word learning, and use them to propose theoretical bases to language regression. Method: Using a systematic review of the current literature in language regression and a purposive sampling of language theories, hypotheses for the cause of language regression are discussed. Results: The following hypotheses were developed based on the reviewed theories of word learning: (a) Initial first words were not true words, but instead were protowords; (b) fast mapped forms never progressed to truly learned words; (c) initial first words were echoed productions of heard words; (d) the described regression is actually a maintenance of previous developmental levels with increasing chronological age. Conclusions: It is possible that individuals with autism spectrum disorder are not “losing” words, but instead are not progressing in their ability to learn and use new words. Early word learning in typically developing children is seemingly similar to early development in individuals with autism spectrum disorder; however, the ability to expand from early “intermediate words” to expansive vocabularies, word combinations, and morphological variations is impeded. Clinical implications for evaluation of word “loss” and treatments are discussed. En ligne : https://doi.org/10.1177/2396941519889227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

"This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes / Abigail CROYDON in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes Type de document : Texte imprimé et/ou numérique Auteurs : Abigail CROYDON, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Mots-clés : Transition  education  mainstream  inclusion  special  satellite Index. décimale : PER Périodiques Résumé : Background & aims :According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods: We conducted interviews with London-based young autistic people (n?=?19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results: Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions : The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications : These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers. En ligne : https://doi.org/10.1177/2396941519886475 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes [Texte imprimé et/ou numérique] / Abigail CROYDON, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Elizabeth PELLICANO, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Transition  education  mainstream  inclusion  special  satellite Index. décimale : PER Périodiques Résumé : Background & aims :According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods: We conducted interviews with London-based young autistic people (n?=?19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results: Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions : The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications : These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers. En ligne : https://doi.org/10.1177/2396941519886475 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Mental health in adolescents with a history of developmental language disorder: The moderating effect of bullying victimisation / Tina KILPATRICK in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Mental health in adolescents with a history of developmental language disorder: The moderating effect of bullying victimisation Type de document : Texte imprimé et/ou numérique Auteurs : Tina KILPATRICK, Auteur ; Suze LEITÃO, Auteur ; Mark E. BOYES, Auteur Langues : Anglais (eng) Mots-clés : Bullying victimisation  self-esteem  mental health  developmental language disorder  adolescents Index. décimale : PER Périodiques Résumé : Background: Children and adolescents with a history of developmental language disorder are at elevated risk of experiencing internalising and externalising symptoms. The existing literature suggests a link between developmental language disorder, bullying victimisation and low self-esteem, both of which are negatively associated with child and adolescent mental health more generally. Aim: We examined the relationship between having a history of developmental language disorder and internalising and externalising symptoms in adolescence. We also tested whether bullying victimisation and self-esteem were associated with mental health outcomes, and whether they moderated the association between a history of developmental language disorder and psychological symptoms. Methods and procedures: Adolescents with a history of developmental language disorder (n?=?20, 10–16?years, 10% female, 90% male) were compared to a group of typically developing peers (n?=?22, 10–16?years, 36.4% female, 63.6% male). Receptive and expressive language, internalising and externalising symptoms, bullying victimisation and self-esteem were assessed with well-validated measures. Outcomes and results: Contrary to our predictions, a history of developmental language disorder was not directly associated with internalising or externalising symptoms. However, in terms of internalising symptoms, there was a significant interaction between a history of developmental language disorder and bullying victimisation (??=?1.01, p?=?.02). Specifically, there was a significant association between a history of developmental language disorder and internalising symptoms at high levels of bullying victimisation [t(41)?=?2.52, p?=?.02] but not at low levels of bullying victimisation [t(41)?=?–.67, p?=?.51). Conclusions and implications: Bullying victimisation appears to increase the risk of internalising symptoms in adolescents with a history of developmental language disorder. Future research should examine whether anti-bullying interventions can help prevent the development of internalising problems for children with developmental language disorder. These findings may aid clinicians in developing their understanding of developmental language disorder and reinforces the importance of holistic client management in speech language therapy. En ligne : https://doi.org/10.1177/2396941519893313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Mental health in adolescents with a history of developmental language disorder: The moderating effect of bullying victimisation [Texte imprimé et/ou numérique] / Tina KILPATRICK, Auteur ; Suze LEITÃO, Auteur ; Mark E. BOYES, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Bullying victimisation  self-esteem  mental health  developmental language disorder  adolescents Index. décimale : PER Périodiques Résumé : Background: Children and adolescents with a history of developmental language disorder are at elevated risk of experiencing internalising and externalising symptoms. The existing literature suggests a link between developmental language disorder, bullying victimisation and low self-esteem, both of which are negatively associated with child and adolescent mental health more generally. Aim: We examined the relationship between having a history of developmental language disorder and internalising and externalising symptoms in adolescence. We also tested whether bullying victimisation and self-esteem were associated with mental health outcomes, and whether they moderated the association between a history of developmental language disorder and psychological symptoms. Methods and procedures: Adolescents with a history of developmental language disorder (n?=?20, 10–16?years, 10% female, 90% male) were compared to a group of typically developing peers (n?=?22, 10–16?years, 36.4% female, 63.6% male). Receptive and expressive language, internalising and externalising symptoms, bullying victimisation and self-esteem were assessed with well-validated measures. Outcomes and results: Contrary to our predictions, a history of developmental language disorder was not directly associated with internalising or externalising symptoms. However, in terms of internalising symptoms, there was a significant interaction between a history of developmental language disorder and bullying victimisation (??=?1.01, p?=?.02). Specifically, there was a significant association between a history of developmental language disorder and internalising symptoms at high levels of bullying victimisation [t(41)?=?2.52, p?=?.02] but not at low levels of bullying victimisation [t(41)?=?–.67, p?=?.51). Conclusions and implications: Bullying victimisation appears to increase the risk of internalising symptoms in adolescents with a history of developmental language disorder. Future research should examine whether anti-bullying interventions can help prevent the development of internalising problems for children with developmental language disorder. These findings may aid clinicians in developing their understanding of developmental language disorder and reinforces the importance of holistic client management in speech language therapy. En ligne : https://doi.org/10.1177/2396941519893313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Academic skills in children with autism spectrum disorders with monolingual or bilingual experience / Sandra B. VANEGAS in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Academic skills in children with autism spectrum disorders with monolingual or bilingual experience Type de document : Texte imprimé et/ou numérique Auteurs : Sandra B. VANEGAS, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  bilingualism  reading  literacy  education Index. décimale : PER Périodiques Résumé : Background and aims: The academic development of children with autism spectrum disorders is important to investigate as it can provide opportunities for higher education, independent living, and successful employment in adulthood. Although educational data find that children with autism spectrum disorders can achieve similar levels of academic achievement in inclusive settings as neurotypical children, little is known about how children with diverse language experiences with autism spectrum disorders develop academically. Research on neurotypical, bilingual children finds that although many may lag behind their monolingual peers on measures of academic achievement, these gaps can be minimized with bilingual education programs. Within clinical practice, concerns are still raised about bilingual exposure in children with autism spectrum disorders, with assumptions and recommendations made to limit the language of exposure to minimize risks to development. To improve the evidence-base on bilingual experience in children with autism spectrum disorders, the present study will examine whether basic academic skills (i.e., word reading, numerical operations, spelling) vary as a function of language experience (i.e., monolingual vs. bilingual). Methods: The data presented in this study were based on medical records of children with autism spectrum disorders who visited a clinic in a large, urban city in the United States. Records were included for this study if children had information/data on language status, nonverbal cognition, and standardized scores for reading, math, and spelling on a standardized academic achievement test. The final sample included children with autism spectrum disorders with monolingual language experience (n?=?18) or bilingual language experience (n?=?13). Results : Repeated measures analysis of variance analyses found that children with autism spectrum disorders with monolingual experience had higher scores on word reading skills when compared to children with autism spectrum disorders with bilingual experience. However, a different pattern was found for numerical operations, with children with autism spectrum disorders with bilingual experience outperforming children with autism spectrum disorders with monolingual experience. No differences were found between groups on spelling skills. Conclusions: The preliminary findings suggest that bilingual language experience may be related to early literacy and math skills in children with autism spectrum disorders. It may be that word reading skills are slower to develop among children with autism spectrum disorders with bilingual experience due to the development of two linguistic profiles. Math skills may be enhanced in children with autism spectrum disorders with bilingual experience through the mediation of other cognitive skills (e.g., executive functioning). Implications: This preliminary study demonstrates that bilingual experience does not negatively affect the development of academic skills in children with autism spectrum disorders. Further exploration of how bilingual experience may benefit children with autism spectrum disorders is needed. En ligne : https://doi.org/10.1177/2396941519888170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Academic skills in children with autism spectrum disorders with monolingual or bilingual experience [Texte imprimé et/ou numérique] / Sandra B. VANEGAS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism spectrum disorders  bilingualism  reading  literacy  education Index. décimale : PER Périodiques Résumé : Background and aims: The academic development of children with autism spectrum disorders is important to investigate as it can provide opportunities for higher education, independent living, and successful employment in adulthood. Although educational data find that children with autism spectrum disorders can achieve similar levels of academic achievement in inclusive settings as neurotypical children, little is known about how children with diverse language experiences with autism spectrum disorders develop academically. Research on neurotypical, bilingual children finds that although many may lag behind their monolingual peers on measures of academic achievement, these gaps can be minimized with bilingual education programs. Within clinical practice, concerns are still raised about bilingual exposure in children with autism spectrum disorders, with assumptions and recommendations made to limit the language of exposure to minimize risks to development. To improve the evidence-base on bilingual experience in children with autism spectrum disorders, the present study will examine whether basic academic skills (i.e., word reading, numerical operations, spelling) vary as a function of language experience (i.e., monolingual vs. bilingual). Methods: The data presented in this study were based on medical records of children with autism spectrum disorders who visited a clinic in a large, urban city in the United States. Records were included for this study if children had information/data on language status, nonverbal cognition, and standardized scores for reading, math, and spelling on a standardized academic achievement test. The final sample included children with autism spectrum disorders with monolingual language experience (n?=?18) or bilingual language experience (n?=?13). Results : Repeated measures analysis of variance analyses found that children with autism spectrum disorders with monolingual experience had higher scores on word reading skills when compared to children with autism spectrum disorders with bilingual experience. However, a different pattern was found for numerical operations, with children with autism spectrum disorders with bilingual experience outperforming children with autism spectrum disorders with monolingual experience. No differences were found between groups on spelling skills. Conclusions: The preliminary findings suggest that bilingual language experience may be related to early literacy and math skills in children with autism spectrum disorders. It may be that word reading skills are slower to develop among children with autism spectrum disorders with bilingual experience due to the development of two linguistic profiles. Math skills may be enhanced in children with autism spectrum disorders with bilingual experience through the mediation of other cognitive skills (e.g., executive functioning). Implications: This preliminary study demonstrates that bilingual experience does not negatively affect the development of academic skills in children with autism spectrum disorders. Further exploration of how bilingual experience may benefit children with autism spectrum disorders is needed. En ligne : https://doi.org/10.1177/2396941519888170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414