Communicative Competence and Metalinguistic Ability: Performance by Children and Adults with Autism Spectrum Disorder / Fiona M. LEWIS in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1525-1538 Titre : Communicative Competence and Metalinguistic Ability: Performance by Children and Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Fiona M. LEWIS, Auteur ; Bruce E. MURDOCH, Auteur ; Gail C. WOODYATT, Auteur Année de publication : 2007 Article en page(s) : p.1525-1538 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorder Test-of-Language-Competences-Expanded-Edition DSM-IV-language-criterion Subgroups Index. décimale : PER Périodiques Résumé : The Test of Language Competence-Expanded Edition (TLC-E) was administered to children and adults with a diagnosis of autism spectrum disorder (ASD). Relative to controls, those with ASD were less competent on a range of TLC-E tasks. No differences were found for either child or adult ASD groups on any of the TLC-E measures when re-classified as Asperger syndrome (AS) and high functioning autism (HFA) using DSM-IV language criterion. Hierarchical cluster analyses of individuals with ASD identified subgroups within the spectrum. The use of developmental language history as an identifying marker in autism is questioned. The findings suggest that comprehensive language assessments on individuals with ASD can provide clinically relevant information regarding the heterogeneity of language skills within the autistic spectrum. En ligne : http://dx.doi.org/10.1007/s10803-006-0265-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Communicative Competence and Metalinguistic Ability: Performance by Children and Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Fiona M. LEWIS, Auteur ; Bruce E. MURDOCH, Auteur ; Gail C. WOODYATT, Auteur . - 2007 . - p.1525-1538. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1525-1538 Mots-clés : Autism-spectrum-disorder Test-of-Language-Competences-Expanded-Edition DSM-IV-language-criterion Subgroups Index. décimale : PER Périodiques Résumé : The Test of Language Competence-Expanded Edition (TLC-E) was administered to children and adults with a diagnosis of autism spectrum disorder (ASD). Relative to controls, those with ASD were less competent on a range of TLC-E tasks. No differences were found for either child or adult ASD groups on any of the TLC-E measures when re-classified as Asperger syndrome (AS) and high functioning autism (HFA) using DSM-IV language criterion. Hierarchical cluster analyses of individuals with ASD identified subgroups within the spectrum. The use of developmental language history as an identifying marker in autism is questioned. The findings suggest that comprehensive language assessments on individuals with ASD can provide clinically relevant information regarding the heterogeneity of language skills within the autistic spectrum. En ligne : http://dx.doi.org/10.1007/s10803-006-0265-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Linguistic abilities in children with autism spectrum disorder / Fiona M. LEWIS in Research in Autism Spectrum Disorders, 1-1 (January/March 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-1 (January/March 2007) . - p.85-100 Titre : Linguistic abilities in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Fiona M. LEWIS, Auteur ; Bruce E. MURDOCH, Auteur ; Gail C. WOODYATT, Auteur Année de publication : 2007 Article en page(s) : p.85-100 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorder Clinical-Evaluation-of-Language-Fundamentals—Fourth-Edition DSM-IV Developmental-language-history Index. décimale : PER Périodiques Résumé : Two broad approaches have been used to examine linguistic skills in Asperger syndrome (AS) and high functioning autism (HFA). One approach has aimed at determining the external validity of each diagnosis by investigating whether developmental language history, which differentiates AS from HFA, is relevant in long-term linguistic outcomes. An alternative approach, viewing AS and HFA as presentations on an autism spectrum (ASD), has investigated subgroups within the spectrum based on linguistic performance. Neither approach, however, has provided an in-depth description of the linguistic difficulties experienced in ASD necessary for therapy planning. Purpose To provide clinically applicable research findings to extend the clinical understanding of the linguistic difficulties in ASD by: (1) comparing the linguistic skills in ASD with those of normally developing controls; (2) comparing the linguistic skills of children with ASD re-classified as AS and HFA using DSM-IV language criterion; (3) documenting the heterogeneity within a group of children with ASD by investigating within-group differences. Methods and procedures Twenty children (aged 9; 0–17; 1 years) with a diagnosis of ASD were assessed using the Clinical Evaluation of Language Fundamentals—Fourth Edition (CELF-4) and the Test of Nonverbal Intelligence—Second Edition (TONI-2). Performance by ASD participants was compared to typically developing peers. Re-classification of individuals with ASD as AS or HFA was undertaken using DSM-IV language criterion to determine between-group differences on linguistic measures. Hierarchical cluster analysis was undertaken using the ASD performance on the CELF-4 to examine within-group differences based on linguistic abilities. Outcomes and results There were significant differences between the ASD children and normally developing peers on a range of linguistic measures. There were no significant differences between the children re-classified as AS and HFA on the comprehensive linguistic assessment. Subgroups within ASD, based on linguistic performance, could be identified. Conclusions and implications Collectively, the children with ASD in the study had a range of compromised linguistic skills relative to their peers. Children re-classified as AS could not be differentiated from children re-classified as HFA on current linguistic performance. An examination of subgroups of ASD participants revealed the heterogeneous nature of the linguistic skills associated with ASD, where linguistic proficiency ranged from above average performance to severe difficulties. The results of the study are discussed in terms of the clinical applicability of the findings. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Linguistic abilities in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Fiona M. LEWIS, Auteur ; Bruce E. MURDOCH, Auteur ; Gail C. WOODYATT, Auteur . - 2007 . - p.85-100. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-1 (January/March 2007) . - p.85-100 Mots-clés : Autism-spectrum-disorder Clinical-Evaluation-of-Language-Fundamentals—Fourth-Edition DSM-IV Developmental-language-history Index. décimale : PER Périodiques Résumé : Two broad approaches have been used to examine linguistic skills in Asperger syndrome (AS) and high functioning autism (HFA). One approach has aimed at determining the external validity of each diagnosis by investigating whether developmental language history, which differentiates AS from HFA, is relevant in long-term linguistic outcomes. An alternative approach, viewing AS and HFA as presentations on an autism spectrum (ASD), has investigated subgroups within the spectrum based on linguistic performance. Neither approach, however, has provided an in-depth description of the linguistic difficulties experienced in ASD necessary for therapy planning. Purpose To provide clinically applicable research findings to extend the clinical understanding of the linguistic difficulties in ASD by: (1) comparing the linguistic skills in ASD with those of normally developing controls; (2) comparing the linguistic skills of children with ASD re-classified as AS and HFA using DSM-IV language criterion; (3) documenting the heterogeneity within a group of children with ASD by investigating within-group differences. Methods and procedures Twenty children (aged 9; 0–17; 1 years) with a diagnosis of ASD were assessed using the Clinical Evaluation of Language Fundamentals—Fourth Edition (CELF-4) and the Test of Nonverbal Intelligence—Second Edition (TONI-2). Performance by ASD participants was compared to typically developing peers. Re-classification of individuals with ASD as AS or HFA was undertaken using DSM-IV language criterion to determine between-group differences on linguistic measures. Hierarchical cluster analysis was undertaken using the ASD performance on the CELF-4 to examine within-group differences based on linguistic abilities. Outcomes and results There were significant differences between the ASD children and normally developing peers on a range of linguistic measures. There were no significant differences between the children re-classified as AS and HFA on the comprehensive linguistic assessment. Subgroups within ASD, based on linguistic performance, could be identified. Conclusions and implications Collectively, the children with ASD in the study had a range of compromised linguistic skills relative to their peers. Children re-classified as AS could not be differentiated from children re-classified as HFA on current linguistic performance. An examination of subgroups of ASD participants revealed the heterogeneous nature of the linguistic skills associated with ASD, where linguistic proficiency ranged from above average performance to severe difficulties. The results of the study are discussed in terms of the clinical applicability of the findings. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Linguistic and pragmatic language skills in adults with autism spectrum disorder: A pilot study / Fiona M. LEWIS in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.176-187 Titre : Linguistic and pragmatic language skills in adults with autism spectrum disorder: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Fiona M. LEWIS, Auteur ; Bruce E. MURDOCH, Auteur ; Gail C. WOODYATT, Auteur Année de publication : 2008 Article en page(s) : p.176-187 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorder Language-skills Adults Western-Aphasia-Battery Right-Hemisphere-Language-Battery Vocational-support Index. décimale : PER Périodiques Résumé : This article reports on the linguistic and pragmatic language skills of adults with a diagnosis of autism spectrum disorder (ASD). Seventeen adults (aged 18–67 years) with a diagnosis of ASD were assessed using the Western Aphasia Battery (WAB), the Right Hemisphere Language Battery (RHLB) and the Test of Nonverbal Intelligence-Second Edition (TONI-2). Performance by the ASD participants was compared to 13 peers (aged 18–65 years) with no disability. Within-group differences for the ASD participants were examined using a hierarchical cluster analysis of performance on the WAB and the RHLB. There were significant differences between the ASD group and the control group on a number of the WAB and the RHLB subtests, but no significant difference between the two groups on nonverbal cognitive ability. Subgroups within ASD, based on language performance, could be described. Language performance, but not nonverbal cognitive skill, differentiated the ASD subgroups. Individualised language support may need to be considered in the development of employment and training services. Further research is needed to determine if language and communication difficulties are barriers to employment in adults with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Linguistic and pragmatic language skills in adults with autism spectrum disorder: A pilot study [Texte imprimé et/ou numérique] / Fiona M. LEWIS, Auteur ; Bruce E. MURDOCH, Auteur ; Gail C. WOODYATT, Auteur . - 2008 . - p.176-187. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.176-187 Mots-clés : Autism-spectrum-disorder Language-skills Adults Western-Aphasia-Battery Right-Hemisphere-Language-Battery Vocational-support Index. décimale : PER Périodiques Résumé : This article reports on the linguistic and pragmatic language skills of adults with a diagnosis of autism spectrum disorder (ASD). Seventeen adults (aged 18–67 years) with a diagnosis of ASD were assessed using the Western Aphasia Battery (WAB), the Right Hemisphere Language Battery (RHLB) and the Test of Nonverbal Intelligence-Second Edition (TONI-2). Performance by the ASD participants was compared to 13 peers (aged 18–65 years) with no disability. Within-group differences for the ASD participants were examined using a hierarchical cluster analysis of performance on the WAB and the RHLB. There were significant differences between the ASD group and the control group on a number of the WAB and the RHLB subtests, but no significant difference between the two groups on nonverbal cognitive ability. Subgroups within ASD, based on language performance, could be described. Language performance, but not nonverbal cognitive skill, differentiated the ASD subgroups. Individualised language support may need to be considered in the development of employment and training services. Further research is needed to determine if language and communication difficulties are barriers to employment in adults with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

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