- <Centre d'Information et de documentation du CRA Rhône-Alpes
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Centre Hospitalier le Vinatier
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95, Bd Pinel
69678 Bron CedexLundi au Vendredi
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Mention de date : January-December 2020
Paru le : 01/01/2020 |
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Dépouillements
Ajouter le résultat dans votre panierModifying a naturalistic language intervention for use in an elementary school classroom / Justin D LANE in Autism & Developmental Language Impairments, 5 (January-December 2020)
Titre : The word learning profile of adults with developmental language disorder Type de document : Texte imprimé et/ou numérique Auteurs : Karla K MCGREGOR, Auteur ; Timothy ARBISI-KELM, Auteur ; Nichole EDEN, Auteur ; Jacob OLESON, Auteur Langues : Anglais (eng) Mots-clés : Developmental language impairment lexical development memory specific language impairment vocabulary Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941519899311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] The word learning profile of adults with developmental language disorder [Texte imprimé et/ou numérique] / Karla K MCGREGOR, Auteur ; Timothy ARBISI-KELM, Auteur ; Nichole EDEN, Auteur ; Jacob OLESON, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Developmental language impairment lexical development memory specific language impairment vocabulary Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941519899311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Non-native language proficiency may influence the responsiveness of bilingual parents towards young children with autism: A short report Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Catherine A BENT, Auteur ; Cherie C. GREEN, Auteur ; Alexandra WOOLLACOTT, Auteur ; Kristelle HUDRY, Auteur Langues : Anglais (eng) Mots-clés : Bilingualism autism spectrum disorders parents interaction Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941519899684 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Non-native language proficiency may influence the responsiveness of bilingual parents towards young children with autism: A short report [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Catherine A BENT, Auteur ; Cherie C. GREEN, Auteur ; Alexandra WOOLLACOTT, Auteur ; Kristelle HUDRY, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Bilingualism autism spectrum disorders parents interaction Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941519899684 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Problem behavior in young children referred with language difficulties: Relations to language and intentional communication Type de document : Texte imprimé et/ou numérique Auteurs : Rianne JANSEN, Auteur ; Jarymke MALJAARS, Auteur ; Anouk VERHAPPEN, Auteur ; Inge ZINK, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur Langues : Anglais (eng) Mots-clés : Language difficulties intentional communication problem behavior early childhood Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941519900076 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Problem behavior in young children referred with language difficulties: Relations to language and intentional communication [Texte imprimé et/ou numérique] / Rianne JANSEN, Auteur ; Jarymke MALJAARS, Auteur ; Anouk VERHAPPEN, Auteur ; Inge ZINK, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Language difficulties intentional communication problem behavior early childhood Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941519900076 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Rates and predictors of co-occurring autism spectrum disorder in boys with fragile X syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Eileen HAEBIG, Auteur ; Audra STERLING, Auteur ; Andrea BARTON-HULSEY, Auteur ; Laura FRIEDMAN, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders intellectual disability assessment fragile X syndrome Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520905328 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Rates and predictors of co-occurring autism spectrum disorder in boys with fragile X syndrome [Texte imprimé et/ou numérique] / Eileen HAEBIG, Auteur ; Audra STERLING, Auteur ; Andrea BARTON-HULSEY, Auteur ; Laura FRIEDMAN, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Autism spectrum disorders intellectual disability assessment fragile X syndrome Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520905328 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Developmental trajectory of communication repair in children with Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Heather FIELDING-GEBHARDT, Auteur ; Steven F. WARREN, Auteur ; Nancy C. BRADY, Auteur Langues : Anglais (eng) Mots-clés : Pragmatics Fragile X language development social communication Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520909014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Developmental trajectory of communication repair in children with Fragile X Syndrome [Texte imprimé et/ou numérique] / Heather FIELDING-GEBHARDT, Auteur ; Steven F. WARREN, Auteur ; Nancy C. BRADY, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Pragmatics Fragile X language development social communication Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520909014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth HILVERT, Auteur ; Audra STERLING, Auteur ; Eileen HAEBIG, Auteur ; Laura FRIEDMAN, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder fragile X syndrome expressive language language sampling Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520912118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons [Texte imprimé et/ou numérique] / Elizabeth HILVERT, Auteur ; Audra STERLING, Auteur ; Eileen HAEBIG, Auteur ; Laura FRIEDMAN, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Autism spectrum disorder fragile X syndrome expressive language language sampling Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520912118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Lessons learned in practice-based research: Studying language interventions for young children in the real world Type de document : Texte imprimé et/ou numérique Auteurs : Rachael E SMYTH, Auteur ; Julie THEURER, Auteur ; Lisa M. D. ARCHIBALD, Auteur ; Janis ORAM CARDY, Auteur Langues : Anglais (eng) Mots-clés : Practice-based research language intervention preschool Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520913482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Lessons learned in practice-based research: Studying language interventions for young children in the real world [Texte imprimé et/ou numérique] / Rachael E SMYTH, Auteur ; Julie THEURER, Auteur ; Lisa M. D. ARCHIBALD, Auteur ; Janis ORAM CARDY, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Practice-based research language intervention preschool Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520913482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Analysis of the quality of online resources for parents of children who are late to talk Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin COUGHLER, Auteur ; Shauna M BURKE, Auteur ; Janis ORAM CARDY, Auteur Langues : Anglais (eng) Mots-clés : Late talker website evaluation language children parents Index. décimale : PER Périodiques Résumé : Background and aimsInternet usage worldwide has become a primary source of health-related information and an important resource for parents to find advice on how to promote their child’s development and well-being. It is important that healthcare professionals understand what information is available to parents online to best support families and children. The current study evaluated the quality of online resources accessible for parents of children who are late to talk.MethodFifty-four web pages were evaluated for their usability and reliability using the LIDA instrument and Health on the Net Foundation code of conduct certification, and readability using the Flesch Reading Ease Score and Flesch-Kincaid Grade Level. Origin, author(s), target audience, topics discussed, terminology used, and recommendations were also examined.ResultsThe majority of websites scored within the moderate range (50–90%) for total LIDA scores and usability, but scored in the low range for reliability (<50%). Significantly higher reliability scores (p? En ligne : http://dx.doi.org/10.1177/2396941520917940 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Analysis of the quality of online resources for parents of children who are late to talk [Texte imprimé et/ou numérique] / Caitlin COUGHLER, Auteur ; Shauna M BURKE, Auteur ; Janis ORAM CARDY, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Late talker website evaluation language children parents Index. décimale : PER Périodiques Résumé : Background and aimsInternet usage worldwide has become a primary source of health-related information and an important resource for parents to find advice on how to promote their child’s development and well-being. It is important that healthcare professionals understand what information is available to parents online to best support families and children. The current study evaluated the quality of online resources accessible for parents of children who are late to talk.MethodFifty-four web pages were evaluated for their usability and reliability using the LIDA instrument and Health on the Net Foundation code of conduct certification, and readability using the Flesch Reading Ease Score and Flesch-Kincaid Grade Level. Origin, author(s), target audience, topics discussed, terminology used, and recommendations were also examined.ResultsThe majority of websites scored within the moderate range (50–90%) for total LIDA scores and usability, but scored in the low range for reliability (<50%). Significantly higher reliability scores (p? En ligne : http://dx.doi.org/10.1177/2396941520917940 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur Langues : Anglais (eng) Mots-clés : Narrative comprehension e-books autism engagement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520917943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition [Texte imprimé et/ou numérique] / Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Narrative comprehension e-books autism engagement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520917943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : The influence of labelling on symbolic understanding and dual representation in autism spectrum condition Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur Langues : Anglais (eng) Mots-clés : Symbolic understanding word–picture–referent mapping autism dual representation Index. décimale : PER Périodiques Résumé : AbstractBackground and aimsChildren with autism spectrum condition often have specific difficulties understanding that pictorial symbols refer to real-world objects in the environment. We investigated the influence of labelling on the symbolic understanding and dual representation of children with autism spectrum condition.MethodsChildren with autism spectrum condition and typically developing children were shown four coloured photographs of objects that had different functions across four separate trials. The participants were given either a novel label alongside a description of the object’s function or a description of the object’s function without a label. Children were then given 30?seconds to interact with an array of stimuli (pictures and objects) in a mapping test and in a generalisation test for each trial. This exploration phase allowed for spontaneous word–picture–referent mapping through free-play, providing an implicit measure of symbolic understanding.ResultsWe found no significant difference in word–picture–referent mapping between groups and conditions. Both groups more often performed the described action on the target object in the exploration phase regardless of condition.Conclusions and implicationsOur results suggest that a spontaneous measure of symbolic understanding (such as free-play) may reveal competencies in word–picture–referent mapping in autism spectrum condition. En ligne : http://dx.doi.org/10.1177/2396941520931728 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] The influence of labelling on symbolic understanding and dual representation in autism spectrum condition [Texte imprimé et/ou numérique] / Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Symbolic understanding word–picture–referent mapping autism dual representation Index. décimale : PER Périodiques Résumé : AbstractBackground and aimsChildren with autism spectrum condition often have specific difficulties understanding that pictorial symbols refer to real-world objects in the environment. We investigated the influence of labelling on the symbolic understanding and dual representation of children with autism spectrum condition.MethodsChildren with autism spectrum condition and typically developing children were shown four coloured photographs of objects that had different functions across four separate trials. The participants were given either a novel label alongside a description of the object’s function or a description of the object’s function without a label. Children were then given 30?seconds to interact with an array of stimuli (pictures and objects) in a mapping test and in a generalisation test for each trial. This exploration phase allowed for spontaneous word–picture–referent mapping through free-play, providing an implicit measure of symbolic understanding.ResultsWe found no significant difference in word–picture–referent mapping between groups and conditions. Both groups more often performed the described action on the target object in the exploration phase regardless of condition.Conclusions and implicationsOur results suggest that a spontaneous measure of symbolic understanding (such as free-play) may reveal competencies in word–picture–referent mapping in autism spectrum condition. En ligne : http://dx.doi.org/10.1177/2396941520931728 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders Type de document : Texte imprimé et/ou numérique Auteurs : Seçkin ARSLAN, Auteur ; Lucie BROC, Auteur ; Fabien MATHY, Auteur Langues : Anglais (eng) Mots-clés : Developmental language disorder verbal encoding visuo-spatial memory Index. décimale : PER Périodiques Résumé : Background and aimsChildren with developmental language disorder (DLD) often perform below their typically developing peers on verbal memory tasks. However, the picture is less clear on visual memory tasks. Research has generally shown that visual memory can be facilitated by verbal representations, but few studies have been conducted using visual materials that are not easy to verbalize. Therefore, we attempted to construct non-verbalizable stimuli to investigate the impact of working memory capacity.Method and resultsWe manipulated verbalizability in visual span tasks and tested whether minimizing verbalizability could help reduce visual recall performance differences across children with and without developmental language disorder. Visuals that could be easily verbalized or not were selected based on a pretest with non-developmental language disorder young adults. We tested groups of children with developmental language disorder (N?=?23) and their typically developing peers (N?=?65) using these high and low verbalizable classes of visual stimuli. The memory span of the children with developmental language disorder varied across the different stimulus conditions, but critically, although their storage capacity for visual information was virtually unimpaired, the children with developmental language disorder still had difficulty in recalling verbalizable images with simple drawings. Also, recalling complex (galaxy) images with low verbalizability proved difficult in both groups of children. An item-based analysis on correctly recalled items showed that higher levels of verbalizability enhanced visual recall in the typically developing children to a greater extent than the children with developmental language disorder.Conclusions and clinical implication: We suggest that visual short-term memory in typically developing children might be mediated with verbal encoding to a larger extent than in children with developmental language disorder, thus leading to poorer performance on visual capacity tasks. Our findings cast doubts on the idea that short-term storage impairments are limited to the verbal domain, but they also challenge the idea that visual tasks are essentially visual. Therefore, our findings suggest to clinicians working with children experiencing developmental language difficulties that visual memory deficits may not necessarily be due to reduced non-verbal skills but may be due to the high amount of verbal cues in visual stimuli, from which they do not benefit in comparison to their peers. En ligne : http://dx.doi.org/10.1177/2396941520945519 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders [Texte imprimé et/ou numérique] / Seçkin ARSLAN, Auteur ; Lucie BROC, Auteur ; Fabien MATHY, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Developmental language disorder verbal encoding visuo-spatial memory Index. décimale : PER Périodiques Résumé : Background and aimsChildren with developmental language disorder (DLD) often perform below their typically developing peers on verbal memory tasks. However, the picture is less clear on visual memory tasks. Research has generally shown that visual memory can be facilitated by verbal representations, but few studies have been conducted using visual materials that are not easy to verbalize. Therefore, we attempted to construct non-verbalizable stimuli to investigate the impact of working memory capacity.Method and resultsWe manipulated verbalizability in visual span tasks and tested whether minimizing verbalizability could help reduce visual recall performance differences across children with and without developmental language disorder. Visuals that could be easily verbalized or not were selected based on a pretest with non-developmental language disorder young adults. We tested groups of children with developmental language disorder (N?=?23) and their typically developing peers (N?=?65) using these high and low verbalizable classes of visual stimuli. The memory span of the children with developmental language disorder varied across the different stimulus conditions, but critically, although their storage capacity for visual information was virtually unimpaired, the children with developmental language disorder still had difficulty in recalling verbalizable images with simple drawings. Also, recalling complex (galaxy) images with low verbalizability proved difficult in both groups of children. An item-based analysis on correctly recalled items showed that higher levels of verbalizability enhanced visual recall in the typically developing children to a greater extent than the children with developmental language disorder.Conclusions and clinical implication: We suggest that visual short-term memory in typically developing children might be mediated with verbal encoding to a larger extent than in children with developmental language disorder, thus leading to poorer performance on visual capacity tasks. Our findings cast doubts on the idea that short-term storage impairments are limited to the verbal domain, but they also challenge the idea that visual tasks are essentially visual. Therefore, our findings suggest to clinicians working with children experiencing developmental language difficulties that visual memory deficits may not necessarily be due to reduced non-verbal skills but may be due to the high amount of verbal cues in visual stimuli, from which they do not benefit in comparison to their peers. En ligne : http://dx.doi.org/10.1177/2396941520945519 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : What does success mean for autistic men? A narrative exploration of self-determination Type de document : Texte imprimé et/ou numérique Auteurs : Amanda A. WEBSTER, Auteur ; Susanne GARVIS, Auteur Langues : Anglais (eng) Mots-clés : Agency autism spectrum disorders men self-determination success Index. décimale : PER Périodiques Résumé : BackgroundStudies involving autistic adults have often focused on negative outcomes and quality of life ratings.AimsThis study provides a different viewpoint by examining the perspectives of autistic men who consider themselves to be successful.MethodsData were gathered from 10 men who shared their experiences and perceptions regarding their journey to achieve success. Self-determination theory provided a useful lens for examining the men’s narratives and understanding the factors that led to their success.ResultsAnalysis of interviews revealed four main themes: (1) being my own self, (2) a competent professional, (3) solving problems in a neurotypical world, and (4) relating and connecting. These themes reflect the men’s perception of their own self-determination including their autonomy, competence, and relatedness with others.ConclusionsThe men’s sense of success was derived from their ability to achieve competence in their work, act without help or influence from others and demonstrate a high level of self-awareness and self-reflection. Despite this, many continued to experience difficulty in the social areas of their lives.Implications: These findings suggest that self-determination theory may present an alternative and more positive means of enacting support programs for autistic individuals, and males in particular. En ligne : http://dx.doi.org/10.1177/2396941520945522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] What does success mean for autistic men? A narrative exploration of self-determination [Texte imprimé et/ou numérique] / Amanda A. WEBSTER, Auteur ; Susanne GARVIS, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Agency autism spectrum disorders men self-determination success Index. décimale : PER Périodiques Résumé : BackgroundStudies involving autistic adults have often focused on negative outcomes and quality of life ratings.AimsThis study provides a different viewpoint by examining the perspectives of autistic men who consider themselves to be successful.MethodsData were gathered from 10 men who shared their experiences and perceptions regarding their journey to achieve success. Self-determination theory provided a useful lens for examining the men’s narratives and understanding the factors that led to their success.ResultsAnalysis of interviews revealed four main themes: (1) being my own self, (2) a competent professional, (3) solving problems in a neurotypical world, and (4) relating and connecting. These themes reflect the men’s perception of their own self-determination including their autonomy, competence, and relatedness with others.ConclusionsThe men’s sense of success was derived from their ability to achieve competence in their work, act without help or influence from others and demonstrate a high level of self-awareness and self-reflection. Despite this, many continued to experience difficulty in the social areas of their lives.Implications: These findings suggest that self-determination theory may present an alternative and more positive means of enacting support programs for autistic individuals, and males in particular. En ligne : http://dx.doi.org/10.1177/2396941520945522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Oral language comprehension interventions in 1–8-year-old children with language disorders or difficulties: A systematic scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Sirpa TARVAINEN, Auteur ; Suvi STOLT, Auteur ; Kaisa LAUNONEN, Auteur Langues : Anglais (eng) Mots-clés : Specific language impairment speech and language therapy focus of intervention efficacy level of evidence Index. décimale : PER Périodiques Résumé : Background and aimsThe most severe problems in language manifest as difficulties in comprehending oral language. These difficulties are persistent and expose individuals to several risk factors. There is a lack of intervention research in the area of oral language comprehension, and no reviews have focused solely on oral language comprehension interventions in young children. The aim of this review was to identify interventions targeting oral language comprehension in children 8?years or younger with language disorders or difficulties. The review also examined the possible intervention foci, efficacy, and level of evidence of these interventions.MethodsA systematic scoping review of eight databases was carried out. Twenty of 2399 articles met the inclusion criteria and a further six articles were identified through reference lists of sourced articles. These 26 articles described 25 studies. Altogether 2460 children aged 1–8?years participated in the 25 studies. The data from these studies were extracted and analysed, and the intervention foci, efficacy, and level of evidence were evaluated.Main contribution: The reviewed interventions focused on three aspects: modifying the communicative environment of the child; targeting aspects of the child’s language; or targeting the child’s language processing. Of the included studies, 80% indicated positive effects on participants’ oral language comprehension. The level of evidence of the included studies varied. With few exceptions, researchers and practitioners can have moderate confidence in the results of the included studies indicating that it is possible to ameliorate difficulties in oral language comprehension. ConclusionsThis review summarises the existing evidence on oral language comprehension interventions in young children with language disorders or difficulties. The evidence base is still limited, and more research is urgently needed. The results suggest that though not all interventions seem to provide desired outcomes, there are several interventions indicating efficacy to target problems in oral language comprehension in 1–8-year-old children with language disorders or difficulties. A careful choice of therapy technique and collaboration with people in the child’s environment is required to maximize outcomes.Implications: The results suggest that young children’s oral language comprehension skills can be improved by guiding parents and clinicians in their communication strategies, and by clinician-implemented interventions targeting aspects of the child’s language. The research on interventions targeting children’s language processing is limited, and the results mixed. The present study provides information on different oral language comprehension interventions and their outcomes. The findings are readily applicable for clinical use. En ligne : http://dx.doi.org/10.1177/2396941520946999 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Oral language comprehension interventions in 1–8-year-old children with language disorders or difficulties: A systematic scoping review [Texte imprimé et/ou numérique] / Sirpa TARVAINEN, Auteur ; Suvi STOLT, Auteur ; Kaisa LAUNONEN, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Specific language impairment speech and language therapy focus of intervention efficacy level of evidence Index. décimale : PER Périodiques Résumé : Background and aimsThe most severe problems in language manifest as difficulties in comprehending oral language. These difficulties are persistent and expose individuals to several risk factors. There is a lack of intervention research in the area of oral language comprehension, and no reviews have focused solely on oral language comprehension interventions in young children. The aim of this review was to identify interventions targeting oral language comprehension in children 8?years or younger with language disorders or difficulties. The review also examined the possible intervention foci, efficacy, and level of evidence of these interventions.MethodsA systematic scoping review of eight databases was carried out. Twenty of 2399 articles met the inclusion criteria and a further six articles were identified through reference lists of sourced articles. These 26 articles described 25 studies. Altogether 2460 children aged 1–8?years participated in the 25 studies. The data from these studies were extracted and analysed, and the intervention foci, efficacy, and level of evidence were evaluated.Main contribution: The reviewed interventions focused on three aspects: modifying the communicative environment of the child; targeting aspects of the child’s language; or targeting the child’s language processing. Of the included studies, 80% indicated positive effects on participants’ oral language comprehension. The level of evidence of the included studies varied. With few exceptions, researchers and practitioners can have moderate confidence in the results of the included studies indicating that it is possible to ameliorate difficulties in oral language comprehension. ConclusionsThis review summarises the existing evidence on oral language comprehension interventions in young children with language disorders or difficulties. The evidence base is still limited, and more research is urgently needed. The results suggest that though not all interventions seem to provide desired outcomes, there are several interventions indicating efficacy to target problems in oral language comprehension in 1–8-year-old children with language disorders or difficulties. A careful choice of therapy technique and collaboration with people in the child’s environment is required to maximize outcomes.Implications: The results suggest that young children’s oral language comprehension skills can be improved by guiding parents and clinicians in their communication strategies, and by clinician-implemented interventions targeting aspects of the child’s language. The research on interventions targeting children’s language processing is limited, and the results mixed. The present study provides information on different oral language comprehension interventions and their outcomes. The findings are readily applicable for clinical use. En ligne : http://dx.doi.org/10.1177/2396941520946999 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Initiation and response of joint attention bids in autism spectrum disorder children depend on the visibility of the target Type de document : Texte imprimé et/ou numérique Auteurs : Federica CILIA, Auteur ; Claire TOUCHET, Auteur ; Luc VANDROMME, Auteur ; Barbara Le DRIANT, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsResponse to joint attention (RJA) and initiation of joint attention (IJA) are impaired in pre-schoolers with autism spectrum disorder (ASD). Children?s response to joint attention may depend on the presence of the target in the child's field of vision or on the type of deictic index (head and eye orientation, pointing and verbalisations) used by the adult to initiate joint attention.MethodsThis study deals with 50 ASD children aged from 2?years 8?months to 11?years 7?months, with a communicative level comparable to children under 31?months of age, according to the French version of the Early Social Communication Scales (ECSP, by its French acronym). We compared the aforementioned ASD children with 50 typically developing (TD) children, aged 9 to 30?months who had no communication disorders according to the ECSP. During the ECSP test, we analysed joint attention behaviours on three posters present or absent from the children's visual field.ResultsWe did not observe any difference in the number of IJAs between groups, but ASD children were less responsive than TD children were. Our results showed a developmental progression in the responses of children with ASD if several deictic cues were used by an adult simultaneously (looking and pointing, or looking and verbalising to indicate a target), whether the referent was present or absent from the child?s visual field. In addition, we observed developmental progression when the referent was behind the child and the adult only used their gaze to refer to it.ConclusionThus, we argue that the type of cues used affects ASD children?s response behaviours during joint attention towards a referent that may be present or absent from their visual field.Implications: Regarding the social and the sensory difficulties of children with ASD, many therapeutic approaches focus their intervention methods on non-verbal communication skills and joint attention. This fundamental research makes it possible to identify the most appropriate type of deictic index for children with ASD with developmental delay, depending on the presence or absence of the referent in the child's visual field. En ligne : http://dx.doi.org/10.1177/2396941520950979 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Initiation and response of joint attention bids in autism spectrum disorder children depend on the visibility of the target [Texte imprimé et/ou numérique] / Federica CILIA, Auteur ; Claire TOUCHET, Auteur ; Luc VANDROMME, Auteur ; Barbara Le DRIANT, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Index. décimale : PER Périodiques Résumé : Background and aimsResponse to joint attention (RJA) and initiation of joint attention (IJA) are impaired in pre-schoolers with autism spectrum disorder (ASD). Children?s response to joint attention may depend on the presence of the target in the child's field of vision or on the type of deictic index (head and eye orientation, pointing and verbalisations) used by the adult to initiate joint attention.MethodsThis study deals with 50 ASD children aged from 2?years 8?months to 11?years 7?months, with a communicative level comparable to children under 31?months of age, according to the French version of the Early Social Communication Scales (ECSP, by its French acronym). We compared the aforementioned ASD children with 50 typically developing (TD) children, aged 9 to 30?months who had no communication disorders according to the ECSP. During the ECSP test, we analysed joint attention behaviours on three posters present or absent from the children's visual field.ResultsWe did not observe any difference in the number of IJAs between groups, but ASD children were less responsive than TD children were. Our results showed a developmental progression in the responses of children with ASD if several deictic cues were used by an adult simultaneously (looking and pointing, or looking and verbalising to indicate a target), whether the referent was present or absent from the child?s visual field. In addition, we observed developmental progression when the referent was behind the child and the adult only used their gaze to refer to it.ConclusionThus, we argue that the type of cues used affects ASD children?s response behaviours during joint attention towards a referent that may be present or absent from their visual field.Implications: Regarding the social and the sensory difficulties of children with ASD, many therapeutic approaches focus their intervention methods on non-verbal communication skills and joint attention. This fundamental research makes it possible to identify the most appropriate type of deictic index for children with ASD with developmental delay, depending on the presence or absence of the referent in the child's visual field. En ligne : http://dx.doi.org/10.1177/2396941520950979 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : The Social Responsiveness Scale (SRS-2) in school-age children with Down syndrome at low risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Marie M. CHANNELL, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsLittle is known about how autism spectrum disorder (ASD) symptoms present in individuals with Down syndrome (DS). Some behaviors may be symptomatic of comorbid ASD or more broadly representative of the DS phenotype. A prior research study documented elevated ASD-like symptoms in adolescents and young adults with DS without comorbid ASD, using a common ASD risk screening tool?the Social Responsiveness Scale (SRS). The current study applied a similar approach to younger children with DS using the SRS-2. The primary aim was to document patterns of ASD-like symptoms in children with DS at low risk of comorbid ASD to distinguish the symptoms that may be present across DS in general.MethodsSRS-2 standard scores were analyzed in a sample of 40 children with DS, 6?11?years old, who were considered to be at low risk for ASD based on the Social Communication Questionnaire (SCQ) screener. Other developmental characteristics (i.e., age, nonverbal IQ, expressive language), social skills, and problem behaviors were also examined across the sample.ResultsSRS-2 scores were significantly elevated in this sample compared to the normative population sample. A pattern of ASD-like symptomatology was observed across SRS-2 subdomains. These findings were similar to the findings of the prior study. However, nuanced differences were observed across the two samples that may represent developmental differences across different ages in this population.ConclusionsReplicating and extending a prior study's findings, certain ASD-like behaviors may occur in individuals with DS who are at low risk for comorbid ASD.Implications: Understanding the pattern of ASD-like behaviors that occur in children with DS who are at low risk for comorbid ASD will help clinicians in screening and identification efforts. In particular, it will lead to better specification of the behaviors or symptoms that are not characteristic of the DS phenotype and thus are red flags for comorbid ASD in this population. En ligne : http://dx.doi.org/10.1177/2396941520962406 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] The Social Responsiveness Scale (SRS-2) in school-age children with Down syndrome at low risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Marie M. CHANNELL, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Index. décimale : PER Périodiques Résumé : Background and aimsLittle is known about how autism spectrum disorder (ASD) symptoms present in individuals with Down syndrome (DS). Some behaviors may be symptomatic of comorbid ASD or more broadly representative of the DS phenotype. A prior research study documented elevated ASD-like symptoms in adolescents and young adults with DS without comorbid ASD, using a common ASD risk screening tool?the Social Responsiveness Scale (SRS). The current study applied a similar approach to younger children with DS using the SRS-2. The primary aim was to document patterns of ASD-like symptoms in children with DS at low risk of comorbid ASD to distinguish the symptoms that may be present across DS in general.MethodsSRS-2 standard scores were analyzed in a sample of 40 children with DS, 6?11?years old, who were considered to be at low risk for ASD based on the Social Communication Questionnaire (SCQ) screener. Other developmental characteristics (i.e., age, nonverbal IQ, expressive language), social skills, and problem behaviors were also examined across the sample.ResultsSRS-2 scores were significantly elevated in this sample compared to the normative population sample. A pattern of ASD-like symptomatology was observed across SRS-2 subdomains. These findings were similar to the findings of the prior study. However, nuanced differences were observed across the two samples that may represent developmental differences across different ages in this population.ConclusionsReplicating and extending a prior study's findings, certain ASD-like behaviors may occur in individuals with DS who are at low risk for comorbid ASD.Implications: Understanding the pattern of ASD-like behaviors that occur in children with DS who are at low risk for comorbid ASD will help clinicians in screening and identification efforts. In particular, it will lead to better specification of the behaviors or symptoms that are not characteristic of the DS phenotype and thus are red flags for comorbid ASD in this population. En ligne : http://dx.doi.org/10.1177/2396941520962406 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S MCINTYRE, Auteur ; Ryan P GRIMM, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Langues : Anglais (eng) Mots-clés : Autism reading comprehension narrative inference Index. décimale : PER Périodiques Résumé : Background and aimsExtant research indicates that children and adolescents with autism spectrum disorder (ASD) without an intellectual disability (ID) often experience difficulty comprehending written texts that is unexpected in comparison with their cognitive abilities. This study investigated the development of two key skills, narrative and inference abilities, that support higher level text comprehension and their relation to lexical-semantic knowledge, ASD symptomatology, and age. Three questions were addressed: 1.) What was the nature of narrative and inference skill development over time? 2.) What was the relation between narrative or inference development and lexical-semantic knowledge, ASD symptomatology, and age? 3.) Did initial narrative and inferencing skills, and the development of these skills, predict reading comprehension outcomes? Methods: Data from 81 children and adolescents with ASD without ID (FIQ???75) between the ages of 8-16-years-old at timepoint 1 were collected at 15-month intervals across three timepoints. ASD symptomatology was assessed with the ADOS-2. Standardized narrative retelling, inference, reading comprehension, lexical-semantic knowledge and cognitive assessments were administered. Latent growth curve models were conducted to examine narrative and inference skill development, and conditional growth models were fit to examine the relation between growth trajectories and covariates (lexical-semantic knowledge, ASD symptomatology, age) as well as with the reading comprehension distal outcome.ResultsNarrative retelling skills followed a linear trajectory of growth and were a relative strength in this sample, while inference skills were well below average and declined over time relative to age-normed standard scores. Lexical-semantic knowledge explained significant heterogeneity in initial narrative and inference skills, whereas ASD symptomatology was only related to initial narrative retelling abilities and age was only related to initial inference abilities. Timepoint 3 reading comprehension skill (in the below average range) was significantly explained by initial narrative retelling and inference abilities.ConclusionsThe results of this study indicate that narrative retelling and inference skills are important for successful reading comprehension for individuals with ASD without ID and that lexical-semantic knowledge underpins these skills. Furthermore, the observation that ASD symptom severity was associated with narrative retelling skills is consistent with the hypothesis that problems in narrative reading skills are associated with the autism phenotype. Finally, inference skill was a particular challenge for individuals in this sample, although age was positively associated with better performance on the assessment.Implications: These findings suggest that narrative and inference skills, in addition to lexical-semantic knowledge, are important to target beginning in elementary grades to improve reading comprehension outcomes for children and adolescents with ASD without ID. En ligne : http://dx.doi.org/10.1177/2396941520968028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Nancy S MCINTYRE, Auteur ; Ryan P GRIMM, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Autism reading comprehension narrative inference Index. décimale : PER Périodiques Résumé : Background and aimsExtant research indicates that children and adolescents with autism spectrum disorder (ASD) without an intellectual disability (ID) often experience difficulty comprehending written texts that is unexpected in comparison with their cognitive abilities. This study investigated the development of two key skills, narrative and inference abilities, that support higher level text comprehension and their relation to lexical-semantic knowledge, ASD symptomatology, and age. Three questions were addressed: 1.) What was the nature of narrative and inference skill development over time? 2.) What was the relation between narrative or inference development and lexical-semantic knowledge, ASD symptomatology, and age? 3.) Did initial narrative and inferencing skills, and the development of these skills, predict reading comprehension outcomes? Methods: Data from 81 children and adolescents with ASD without ID (FIQ???75) between the ages of 8-16-years-old at timepoint 1 were collected at 15-month intervals across three timepoints. ASD symptomatology was assessed with the ADOS-2. Standardized narrative retelling, inference, reading comprehension, lexical-semantic knowledge and cognitive assessments were administered. Latent growth curve models were conducted to examine narrative and inference skill development, and conditional growth models were fit to examine the relation between growth trajectories and covariates (lexical-semantic knowledge, ASD symptomatology, age) as well as with the reading comprehension distal outcome.ResultsNarrative retelling skills followed a linear trajectory of growth and were a relative strength in this sample, while inference skills were well below average and declined over time relative to age-normed standard scores. Lexical-semantic knowledge explained significant heterogeneity in initial narrative and inference skills, whereas ASD symptomatology was only related to initial narrative retelling abilities and age was only related to initial inference abilities. Timepoint 3 reading comprehension skill (in the below average range) was significantly explained by initial narrative retelling and inference abilities.ConclusionsThe results of this study indicate that narrative retelling and inference skills are important for successful reading comprehension for individuals with ASD without ID and that lexical-semantic knowledge underpins these skills. Furthermore, the observation that ASD symptom severity was associated with narrative retelling skills is consistent with the hypothesis that problems in narrative reading skills are associated with the autism phenotype. Finally, inference skill was a particular challenge for individuals in this sample, although age was positively associated with better performance on the assessment.Implications: These findings suggest that narrative and inference skills, in addition to lexical-semantic knowledge, are important to target beginning in elementary grades to improve reading comprehension outcomes for children and adolescents with ASD without ID. En ligne : http://dx.doi.org/10.1177/2396941520968028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Parental perception of stress and emotional-behavioural difficulties of children with autism spectrum disorder and specific language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Magda DI RENZO, Auteur ; Federico BIANCHI DI CASTELBIANCO, Auteur ; Elena VANADIA, Auteur ; Massimiliano PETRILLO, Auteur ; Lidia RACINARO, Auteur ; Monica REA, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder emotional difficulties parental perception clinical symptoms Index. décimale : PER Périodiques Résumé : Background and aimsThe daily challenges of caring for a child with autism spectrum disorder affect many areas of everyday life and parental well-being, as well as parents’ ability to manage the needs of the family and the child concerned. A better understanding of parents’ perception of their child’s characteristics can allow better support for them and individualize intervention protocols in a more accurate way. The main objective of this study is the evaluation of the perception of stress by parents of children with autism compared to parents of children with specific language impairment.MethodsThe parents of 87 children aged between 2 and 6?years were included in this study, 34 children with a specific language impairment diagnosis and 53 children with an autism spectrum disorder diagnosis (ASD) or at risk of developing it. They were asked to complete a self-report on perceived stress and rating scales on adaptive/problematic behaviours, executive functions and sensory profile of the child.ResultsThe results reveal that parents of ASD children, compared to the control group, showed significantly higher levels of stress, mainly due to the difficulty of managing unexpected events, the feeling of loss of control over one's life and the fear of not being able to cope with the adversities they were experiences. The most critical area, both for ASD and control group, concern the executive function related to emotional reactions.ConclusionsThus, we argue that the difficulties in self-control, sensory modulation and emotional regulation, represent an element of stress for parents of children with developmental disorders.Implications: Regarding the difficulties of children with ASD, supporting the ways in which caregivers adapt to the signals of children is an important strategy, which has now become a key element of treatments for autism mediated by parents. En ligne : http://dx.doi.org/10.1177/2396941520971502 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Parental perception of stress and emotional-behavioural difficulties of children with autism spectrum disorder and specific language impairment [Texte imprimé et/ou numérique] / Magda DI RENZO, Auteur ; Federico BIANCHI DI CASTELBIANCO, Auteur ; Elena VANADIA, Auteur ; Massimiliano PETRILLO, Auteur ; Lidia RACINARO, Auteur ; Monica REA, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Autism spectrum disorder emotional difficulties parental perception clinical symptoms Index. décimale : PER Périodiques Résumé : Background and aimsThe daily challenges of caring for a child with autism spectrum disorder affect many areas of everyday life and parental well-being, as well as parents’ ability to manage the needs of the family and the child concerned. A better understanding of parents’ perception of their child’s characteristics can allow better support for them and individualize intervention protocols in a more accurate way. The main objective of this study is the evaluation of the perception of stress by parents of children with autism compared to parents of children with specific language impairment.MethodsThe parents of 87 children aged between 2 and 6?years were included in this study, 34 children with a specific language impairment diagnosis and 53 children with an autism spectrum disorder diagnosis (ASD) or at risk of developing it. They were asked to complete a self-report on perceived stress and rating scales on adaptive/problematic behaviours, executive functions and sensory profile of the child.ResultsThe results reveal that parents of ASD children, compared to the control group, showed significantly higher levels of stress, mainly due to the difficulty of managing unexpected events, the feeling of loss of control over one's life and the fear of not being able to cope with the adversities they were experiences. The most critical area, both for ASD and control group, concern the executive function related to emotional reactions.ConclusionsThus, we argue that the difficulties in self-control, sensory modulation and emotional regulation, represent an element of stress for parents of children with developmental disorders.Implications: Regarding the difficulties of children with ASD, supporting the ways in which caregivers adapt to the signals of children is an important strategy, which has now become a key element of treatments for autism mediated by parents. En ligne : http://dx.doi.org/10.1177/2396941520971502 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
Titre : Reading outcomes in children with developmental language disorder: A person-centered approach Type de document : Texte imprimé et/ou numérique Auteurs : Marja C ERISMAN, Auteur ; Elma BLOM, Auteur Langues : Anglais (eng) Mots-clés : Developmental Language Disorder reading difficulties phonology executive functioning person-centered approach Index. décimale : PER Périodiques Résumé : Background and aimsMany children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach.Method87 monolingual Dutch children diagnosed with DLD performed at ages 5 or 6?years nine tests of nonverbal IQ, oral language proficiency, phonological memory (PM) and executive functioning (EF). Two years later, the same children were tested on single (non-)word reading. Latent profile analyses were conducted to identify profiles based on oral language proficiency, phonological memory and executive functioning at age 5–6?years, which, in turn, were related to nonverbal IQ and to single-word reading two years later.ResultsFour profiles were identified and labelled relative to their position within the DLD-sample: 1. Weak performance overall, 2. Strong EF-average language and PM, 3. Mild working memory (WM) deficiencies-average language and PM, 4. Strong development overall. Profiles 1 and 3 had below average nonverbal IQ scores and were associated with low word reading outcomes two years later.ConclusionsWithin the group of children with DLD, children with relatively weak oral language, phonological memory and executive functioning, or children with working memory deficiencies are most at risk for developing reading difficulties. The findings support a multiple risk framework and confirm that a person-centered approach is promising in predicting reading outcomes in DLD.Implications: Research into individual differences in DLD is dominated by variable-centered approaches. This study illustrates how a person-centered approach, which views variables as properties of individuals, captures variation in the DLD-population. Using this bottom-up approach, the study highlights how an individual’s strengths and weaknesses across different developmental domains can be combined into profiles that relate to later reading outcomes. As such, it can provide an example for future DLD research. En ligne : http://dx.doi.org/10.1177/2396941520979857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Reading outcomes in children with developmental language disorder: A person-centered approach [Texte imprimé et/ou numérique] / Marja C ERISMAN, Auteur ; Elma BLOM, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Developmental Language Disorder reading difficulties phonology executive functioning person-centered approach Index. décimale : PER Périodiques Résumé : Background and aimsMany children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach.Method87 monolingual Dutch children diagnosed with DLD performed at ages 5 or 6?years nine tests of nonverbal IQ, oral language proficiency, phonological memory (PM) and executive functioning (EF). Two years later, the same children were tested on single (non-)word reading. Latent profile analyses were conducted to identify profiles based on oral language proficiency, phonological memory and executive functioning at age 5–6?years, which, in turn, were related to nonverbal IQ and to single-word reading two years later.ResultsFour profiles were identified and labelled relative to their position within the DLD-sample: 1. Weak performance overall, 2. Strong EF-average language and PM, 3. Mild working memory (WM) deficiencies-average language and PM, 4. Strong development overall. Profiles 1 and 3 had below average nonverbal IQ scores and were associated with low word reading outcomes two years later.ConclusionsWithin the group of children with DLD, children with relatively weak oral language, phonological memory and executive functioning, or children with working memory deficiencies are most at risk for developing reading difficulties. The findings support a multiple risk framework and confirm that a person-centered approach is promising in predicting reading outcomes in DLD.Implications: Research into individual differences in DLD is dominated by variable-centered approaches. This study illustrates how a person-centered approach, which views variables as properties of individuals, captures variation in the DLD-population. Using this bottom-up approach, the study highlights how an individual’s strengths and weaknesses across different developmental domains can be combined into profiles that relate to later reading outcomes. As such, it can provide an example for future DLD research. En ligne : http://dx.doi.org/10.1177/2396941520979857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
