Associations Between Syntax and the Lexicon Among Children With or Without ASD and Language Impairment / Karla K. MCGREGOR in Journal of Autism and Developmental Disorders, 42-1 (January 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.35-47 Titre : Associations Between Syntax and the Lexicon Among Children With or Without ASD and Language Impairment Type de document : texte imprimé Auteurs : Karla K. MCGREGOR, Auteur ; Amanda BERNS, Auteur ; Amanda OWEN, Auteur ; Sarah MICHELS, Auteur ; Dawna DUFF, Auteur ; Alison BAHNSEN, Auteur ; Melissa LLOYD, Auteur Année de publication : 2012 Article en page(s) : p.35-47 Langues : Anglais (eng) Mots-clés : Autism  Specific language impairment  Syntax  Lexicon Index. décimale : PER Périodiques Résumé : Five groups of children defined by presence or absence of syntactic deficits and autism spectrum disorders (ASD) took vocabulary tests and provided sentences, definitions, and word associations. Children with ASD who were free of syntactic deficits demonstrated age-appropriate word knowledge. Children with ASD plus concomitant syntactic language impairments (ASDLI) performed similarly to peers with specific language impairment (SLI) and both demonstrated sparse lexicons characterized by partial word knowledge and immature knowledge of word-to-word relationships. This behavioral overlap speaks to the robustness of the syntax–lexicon interface and points to a similarity in the ASDLI and SLI phenotypes. En ligne : http://dx.doi.org/10.1007/s10803-011-1210-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Associations Between Syntax and the Lexicon Among Children With or Without ASD and Language Impairment [texte imprimé] / Karla K. MCGREGOR, Auteur ; Amanda BERNS, Auteur ; Amanda OWEN, Auteur ; Sarah MICHELS, Auteur ; Dawna DUFF, Auteur ; Alison BAHNSEN, Auteur ; Melissa LLOYD, Auteur . - 2012 . - p.35-47. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.35-47 Mots-clés : Autism  Specific language impairment  Syntax  Lexicon Index. décimale : PER Périodiques Résumé : Five groups of children defined by presence or absence of syntactic deficits and autism spectrum disorders (ASD) took vocabulary tests and provided sentences, definitions, and word associations. Children with ASD who were free of syntactic deficits demonstrated age-appropriate word knowledge. Children with ASD plus concomitant syntactic language impairments (ASDLI) performed similarly to peers with specific language impairment (SLI) and both demonstrated sparse lexicons characterized by partial word knowledge and immature knowledge of word-to-word relationships. This behavioral overlap speaks to the robustness of the syntax–lexicon interface and points to a similarity in the ASDLI and SLI phenotypes. En ligne : http://dx.doi.org/10.1007/s10803-011-1210-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Brief Report: "Um" Fillers Distinguish Children With and Without ASD / Karla K. MCGREGOR in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1816-1821 Titre : Brief Report: "Um" Fillers Distinguish Children With and Without ASD Type de document : texte imprimé Auteurs : Karla K. MCGREGOR, Auteur ; Rex R HADDEN, Auteur Article en page(s) : p.1816-1821 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Discourse  Disfluency  Fillers Index. décimale : PER Périodiques Résumé : Two laboratories have reported that children with ASD are less likely than their typical peers to fill pauses with um but their use of uh is unaffected (Irvine et al., J Autism Dev Disord 46(3):1061-1070, 2016; Gorman et al., Autism Res 9(8):854-865, 2016). In this brief report, we replicated this finding by comparing the discourse of 7-to-15-year-olds with ASD (N = 31) to that of their typically developing same-age peers (N = 32). The robustness of this easily documented difference in discourse suggests a potentially useful clinical marker of ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3736-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Brief Report: "Um" Fillers Distinguish Children With and Without ASD [texte imprimé] / Karla K. MCGREGOR, Auteur ; Rex R HADDEN, Auteur . - p.1816-1821. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1816-1821 Mots-clés : Autism Spectrum Disorder  Discourse  Disfluency  Fillers Index. décimale : PER Périodiques Résumé : Two laboratories have reported that children with ASD are less likely than their typical peers to fill pauses with um but their use of uh is unaffected (Irvine et al., J Autism Dev Disord 46(3):1061-1070, 2016; Gorman et al., Autism Res 9(8):854-865, 2016). In this brief report, we replicated this finding by comparing the discourse of 7-to-15-year-olds with ASD (N = 31) to that of their typically developing same-age peers (N = 32). The robustness of this easily documented difference in discourse suggests a potentially useful clinical marker of ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3736-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Children with ASD can use gaze in support of word recognition and learning / Karla K. MCGREGOR in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.745-753 Titre : Children with ASD can use gaze in support of word recognition and learning Type de document : texte imprimé Auteurs : Karla K. MCGREGOR, Auteur ; Gwyneth ROST, Auteur ; Rick ARENAS, Auteur ; Ashley FARRIS-TRIMBLE, Auteur ; Derek STILES, Auteur Article en page(s) : p.745-753 Langues : Anglais (eng) Mots-clés : Autistic disorder  language Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorders (ASD) struggle to understand familiar words and learn unfamiliar words. We explored the extent to which these problems reflect deficient use of probabilistic gaze in the extra-linguistic context. Method Thirty children with ASD and 43 with typical development (TD) participated in a spoken word recognition and mapping task. They viewed photographs of a woman behind three objects and simultaneously heard a word. For word recognition, the objects and words were familiar and the woman gazed ahead (neutral), toward the named object (facilitative), or toward an un-named object (contradictory). For word mapping, the objects and words were unfamiliar and only the neutral and facilitative conditions were employed. The children clicked on the named object, registering accuracy and reaction time. Results Speed of word recognition did not differ between groups but varied with gaze such that responses were fastest in the facilitative condition and slowest in the contradictory condition. Only the ASD group responded slower to low frequency than high-frequency words. Accuracy of word mapping did not differ between groups, but accuracy varied with gaze with higher performance in the facilitative than neutral condition. Both groups scored above single-trial chance levels in the neutral condition by tracking cross-situational information. Only in the ASD group did mapping vary with receptive vocabulary. Conclusions Under laboratory conditions, children with ASD can monitor gaze and judge its reliability as a cue to word meaning as well as typical peers. The use of cross-situational statistics to support word learning may be problematic for those who have weak language abilities. En ligne : http://dx.doi.org/10.1111/jcpp.12073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Children with ASD can use gaze in support of word recognition and learning [texte imprimé] / Karla K. MCGREGOR, Auteur ; Gwyneth ROST, Auteur ; Rick ARENAS, Auteur ; Ashley FARRIS-TRIMBLE, Auteur ; Derek STILES, Auteur . - p.745-753. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.745-753 Mots-clés : Autistic disorder  language Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorders (ASD) struggle to understand familiar words and learn unfamiliar words. We explored the extent to which these problems reflect deficient use of probabilistic gaze in the extra-linguistic context. Method Thirty children with ASD and 43 with typical development (TD) participated in a spoken word recognition and mapping task. They viewed photographs of a woman behind three objects and simultaneously heard a word. For word recognition, the objects and words were familiar and the woman gazed ahead (neutral), toward the named object (facilitative), or toward an un-named object (contradictory). For word mapping, the objects and words were unfamiliar and only the neutral and facilitative conditions were employed. The children clicked on the named object, registering accuracy and reaction time. Results Speed of word recognition did not differ between groups but varied with gaze such that responses were fastest in the facilitative condition and slowest in the contradictory condition. Only the ASD group responded slower to low frequency than high-frequency words. Accuracy of word mapping did not differ between groups, but accuracy varied with gaze with higher performance in the facilitative than neutral condition. Both groups scored above single-trial chance levels in the neutral condition by tracking cross-situational information. Only in the ASD group did mapping vary with receptive vocabulary. Conclusions Under laboratory conditions, children with ASD can monitor gaze and judge its reliability as a cue to word meaning as well as typical peers. The use of cross-situational statistics to support word learning may be problematic for those who have weak language abilities. En ligne : http://dx.doi.org/10.1111/jcpp.12073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Editorial Perspective: Speaking up for developmental language disorder - the top 10 priorities for research / Amit A. KULKARNI in Journal of Child Psychology and Psychiatry, 63-8 (August 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-8 (August 2022) . - p.957-960 Titre : Editorial Perspective: Speaking up for developmental language disorder - the top 10 priorities for research Type de document : texte imprimé Auteurs : Amit A. KULKARNI, Auteur ; Katie E. CHADD, Auteur ; Sarah B. LAMBERT, Auteur ; Gill EARL, Auteur ; Lauren M. LONGHURST, Auteur ; Cristina MCKEAN, Auteur ; Charles HULME, Auteur ; Karla K. MCGREGOR, Auteur ; Anna CUNNIFF, Auteur ; Emma PAGNAMENTA, Auteur ; Victoria JOFFE, Auteur ; Susan E. EBBELS, Auteur ; Sai BANGERA, Auteur ; Josephine WALLINGER, Auteur ; Courtenay F. NORBURY, Auteur Article en page(s) : p.957-960 Langues : Anglais (eng) Mots-clés : Adolescent  Child  Humans  Language Development Disorders/epidemiology/therapy Index. décimale : PER Périodiques Résumé : Developmental language disorder (DLD) is one of the most common neurodevelopmental conditions, yet is chronically underserved, with far fewer children receiving clinical services than expected from prevalence estimates, and very little research attention relative to other neurodevelopmental conditions of similar prevalence and severity. This editorial describes a research priority-setting exercise undertaken by the Royal College of Speech and Language Therapists, which aims to redress this imbalance. From consultations with researchers, practitioners and individuals with lived experience, 10 research priorities emerge. Our goal is to share these priorities with the wider research community, to raise awareness and encourage research collaboration to improve outcomes for young people with DLD. En ligne : http://dx.doi.org/10.1111/jcpp.13592 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Editorial Perspective: Speaking up for developmental language disorder - the top 10 priorities for research [texte imprimé] / Amit A. KULKARNI, Auteur ; Katie E. CHADD, Auteur ; Sarah B. LAMBERT, Auteur ; Gill EARL, Auteur ; Lauren M. LONGHURST, Auteur ; Cristina MCKEAN, Auteur ; Charles HULME, Auteur ; Karla K. MCGREGOR, Auteur ; Anna CUNNIFF, Auteur ; Emma PAGNAMENTA, Auteur ; Victoria JOFFE, Auteur ; Susan E. EBBELS, Auteur ; Sai BANGERA, Auteur ; Josephine WALLINGER, Auteur ; Courtenay F. NORBURY, Auteur . - p.957-960. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-8 (August 2022) . - p.957-960 Mots-clés : Adolescent  Child  Humans  Language Development Disorders/epidemiology/therapy Index. décimale : PER Périodiques Résumé : Developmental language disorder (DLD) is one of the most common neurodevelopmental conditions, yet is chronically underserved, with far fewer children receiving clinical services than expected from prevalence estimates, and very little research attention relative to other neurodevelopmental conditions of similar prevalence and severity. This editorial describes a research priority-setting exercise undertaken by the Royal College of Speech and Language Therapists, which aims to redress this imbalance. From consultations with researchers, practitioners and individuals with lived experience, 10 research priorities emerge. Our goal is to share these priorities with the wider research community, to raise awareness and encourage research collaboration to improve outcomes for young people with DLD. En ligne : http://dx.doi.org/10.1111/jcpp.13592 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Specific Language Impairment / J. Bruce TOMBLIN

Public ISBD in Autism Spectrum Disorders / David G. AMARAL Titre : Specific Language Impairment Type de document : texte imprimé Auteurs : J. Bruce TOMBLIN, Auteur ; Karla K. MCGREGOR, Auteur ; Allison F. BEAN, Auteur Année de publication : 2011 Importance : p.315-329 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=139 in Autism Spectrum Disorders / David G. AMARAL Specific Language Impairment [texte imprimé] / J. Bruce TOMBLIN, Auteur ; Karla K. MCGREGOR, Auteur ; Allison F. BEAN, Auteur . - 2011 . - p.315-329. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=139

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The word learning profile of adults with developmental language disorder / Karla K. MCGREGOR in Autism & Developmental Language Impairments, 5 (January-December 2020)  

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