Quantifying Repetitive Speech in Autism Spectrum Disorders and Language Impairment / Jan P. H. VAN SANTEN in Autism Research, 6-5 (October 2013)  

Public ISBD [article]  inAutism Research > 6-5 (October 2013) . - p.372-383 Titre : Quantifying Repetitive Speech in Autism Spectrum Disorders and Language Impairment Type de document : Texte imprimé et/ou numérique Auteurs : Jan P. H. VAN SANTEN, Auteur ; Richard W. SPROAT, Auteur ; Alison Presmanes HILL, Auteur Article en page(s) : p.372-383 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  specific language impairment  echolalia  repetitive behavior Index. décimale : PER Périodiques Résumé : We report on an automatic technique for quantifying two types of repetitive speech: repetitions of what the child says him/herself (self-repeats) and of what is uttered by an interlocutor (echolalia). We apply this technique to a sample of 111 children between the ages of four and eight: 42 typically developing children (TD), 19 children with specific language impairment (SLI), 25 children with autism spectrum disorders (ASD) plus language impairment (ALI), and 25 children with ASD with normal, non-impaired language (ALN). The results indicate robust differences in echolalia between the TD and ASD groups as a whole (ALN?+?ALI), and between TD and ALN children. There were no significant differences between ALI and SLI children for echolalia or self-repetitions. The results confirm previous findings that children with ASD repeat the language of others more than other populations of children. On the other hand, self-repetition does not appear to be significantly more frequent in ASD, nor does it matter whether the child's echolalia occurred within one (immediate) or two turns (near-immediate) of the adult's original utterance. Furthermore, non-significant differences between ALN and SLI, between TD and SLI, and between ALI and TD are suggestive that echolalia may not be specific to ALN or to ASD in general. One important innovation of this work is an objective fully automatic technique for assessing the amount of repetition in a transcript of a child's utterances En ligne : http://dx.doi.org/10.1002/aur.1301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Quantifying Repetitive Speech in Autism Spectrum Disorders and Language Impairment [Texte imprimé et/ou numérique] / Jan P. H. VAN SANTEN, Auteur ; Richard W. SPROAT, Auteur ; Alison Presmanes HILL, Auteur . - p.372-383. Langues : Anglais (eng) in Autism Research > 6-5 (October 2013) . - p.372-383 Mots-clés : autism spectrum disorder  specific language impairment  echolalia  repetitive behavior Index. décimale : PER Périodiques Résumé : We report on an automatic technique for quantifying two types of repetitive speech: repetitions of what the child says him/herself (self-repeats) and of what is uttered by an interlocutor (echolalia). We apply this technique to a sample of 111 children between the ages of four and eight: 42 typically developing children (TD), 19 children with specific language impairment (SLI), 25 children with autism spectrum disorders (ASD) plus language impairment (ALI), and 25 children with ASD with normal, non-impaired language (ALN). The results indicate robust differences in echolalia between the TD and ASD groups as a whole (ALN?+?ALI), and between TD and ALN children. There were no significant differences between ALI and SLI children for echolalia or self-repetitions. The results confirm previous findings that children with ASD repeat the language of others more than other populations of children. On the other hand, self-repetition does not appear to be significantly more frequent in ASD, nor does it matter whether the child's echolalia occurred within one (immediate) or two turns (near-immediate) of the adult's original utterance. Furthermore, non-significant differences between ALN and SLI, between TD and SLI, and between ALI and TD are suggestive that echolalia may not be specific to ALN or to ASD in general. One important innovation of this work is an objective fully automatic technique for assessing the amount of repetition in a transcript of a child's utterances En ligne : http://dx.doi.org/10.1002/aur.1301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Uh and um in children with autism spectrum disorders or language impairment / Kyle GORMAN in Autism Research, 9-8 (August 2016)  

Public ISBD [article]  inAutism Research > 9-8 (August 2016) . - p.854-865 Titre : Uh and um in children with autism spectrum disorders or language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Kyle GORMAN, Auteur ; Lindsay OLSON, Auteur ; Alison Presmanes HILL, Auteur ; Rebecca LUNSFORD, Auteur ; Peter A. HEEMAN, Auteur ; Jan P. H. VAN SANTEN, Auteur Article en page(s) : p.854-865 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  language impairment  social communication  conversational reciprocity  pragmatic language  disfluency  fillers Index. décimale : PER Périodiques Résumé : Atypical pragmatic language is often present in individuals with autism spectrum disorders (ASD), along with delays or deficits in structural language. This study investigated the use of the “fillers” uh and um by children ages 4–8 during the autism diagnostic observation schedule. Fillers reflect speakers' difficulties with planning and delivering speech, but they also serve communicative purposes, such as negotiating control of the floor or conveying uncertainty. We hypothesized that children with ASD would use different patterns of fillers compared to peers with typical development or with specific language impairment (SLI), reflecting differences in social ability and communicative intent. Regression analyses revealed that children in the ASD group were much less likely to use um than children in the other two groups. Filler use is an easy-to-quantify feature of behavior that, in concert with other observations, may help to distinguish ASD from SLI. Autism Res 2016, 9: 854–865. © 2016 En ligne : http://dx.doi.org/10.1002/aur.1578 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Uh and um in children with autism spectrum disorders or language impairment [Texte imprimé et/ou numérique] / Kyle GORMAN, Auteur ; Lindsay OLSON, Auteur ; Alison Presmanes HILL, Auteur ; Rebecca LUNSFORD, Auteur ; Peter A. HEEMAN, Auteur ; Jan P. H. VAN SANTEN, Auteur . - p.854-865. Langues : Anglais (eng) in Autism Research > 9-8 (August 2016) . - p.854-865 Mots-clés : autism spectrum disorders  language impairment  social communication  conversational reciprocity  pragmatic language  disfluency  fillers Index. décimale : PER Périodiques Résumé : Atypical pragmatic language is often present in individuals with autism spectrum disorders (ASD), along with delays or deficits in structural language. This study investigated the use of the “fillers” uh and um by children ages 4–8 during the autism diagnostic observation schedule. Fillers reflect speakers' difficulties with planning and delivering speech, but they also serve communicative purposes, such as negotiating control of the floor or conveying uncertainty. We hypothesized that children with ASD would use different patterns of fillers compared to peers with typical development or with specific language impairment (SLI), reflecting differences in social ability and communicative intent. Regression analyses revealed that children in the ASD group were much less likely to use um than children in the other two groups. Filler use is an easy-to-quantify feature of behavior that, in concert with other observations, may help to distinguish ASD from SLI. Autism Res 2016, 9: 854–865. © 2016 En ligne : http://dx.doi.org/10.1002/aur.1578 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

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