Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context? / Rebecca LUCAS in Journal of Autism and Developmental Disorders, 47-7 (July 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2205-2216 Titre : Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context? Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca LUCAS, Auteur ; Louisa THOMAS, Auteur ; Courtenay F. NORBURY, Auteur Article en page(s) : p.2205-2216 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language impairment  Vocabulary instruction  Word learning  Context Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorders (ASD) can learn vocabulary from linguistic context. Thirty-five children with ASD (18 with age-appropriate structural language; 17 with language impairment [ALI]) and 29 typically developing peers were taught 20 Science words. Half were presented in linguistic context from which meaning could be inferred, whilst half were accompanied by an explicit definition. Children with ASD were able to learn from context. Condition did not influence phonological learning, but receptive semantic knowledge was greatest in the context condition, and expressive semantic knowledge greatest in the definitional condition. The ALI group learnt less than their peers. This suggests that at least some vocabulary should be taught explicitly, and children with ALI may need additional tuition. En ligne : https://doi.org/10.1007/s10803-017-3151-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context? [Texte imprimé et/ou numérique] / Rebecca LUCAS, Auteur ; Louisa THOMAS, Auteur ; Courtenay F. NORBURY, Auteur . - p.2205-2216. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2205-2216 Mots-clés : Autism spectrum disorder  Language impairment  Vocabulary instruction  Word learning  Context Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorders (ASD) can learn vocabulary from linguistic context. Thirty-five children with ASD (18 with age-appropriate structural language; 17 with language impairment [ALI]) and 29 typically developing peers were taught 20 Science words. Half were presented in linguistic context from which meaning could be inferred, whilst half were accompanied by an explicit definition. Children with ASD were able to learn from context. Condition did not influence phonological learning, but receptive semantic knowledge was greatest in the context condition, and expressive semantic knowledge greatest in the definitional condition. The ALI group learnt less than their peers. This suggests that at least some vocabulary should be taught explicitly, and children with ALI may need additional tuition. En ligne : https://doi.org/10.1007/s10803-017-3151-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study / J. ASBERG JOHNELS in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1449-1459 Titre : Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study Type de document : Texte imprimé et/ou numérique Auteurs : J. ASBERG JOHNELS, Auteur ; E. CARLSSON, Auteur ; Courtenay F. NORBURY, Auteur ; C. GILLBERG, Auteur ; C. MINISCALCO, Auteur Article en page(s) : p.1449-1459 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  literacy  longitudinal  reading  school-age children Index. décimale : PER Périodiques Résumé : This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed. Approximately half of the sample (n = 25) were 'poor readers' at age 8 years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were 'skilled readers' performing above cut-offs. The final subgroup (n = 10) presented with a 'hyperlexic/poor comprehenders' profile of normal word reading, but poor reading comprehension. The 'poor readers' scored low on all assessments, as well as showing more severe autistic behaviours than 'skilled readers'. Group differences between 'skilled readers' and 'hyperlexics/poor comprehenders' were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the 'hyperlexics/poor comprehenders' scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5 years later presented as 'poor readers' or 'hyperlexics'. En ligne : http://dx.doi.org/10.1177/1362361318811153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study [Texte imprimé et/ou numérique] / J. ASBERG JOHNELS, Auteur ; E. CARLSSON, Auteur ; Courtenay F. NORBURY, Auteur ; C. GILLBERG, Auteur ; C. MINISCALCO, Auteur . - p.1449-1459. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1449-1459 Mots-clés : autism spectrum disorders  communication and language  literacy  longitudinal  reading  school-age children Index. décimale : PER Périodiques Résumé : This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed. Approximately half of the sample (n = 25) were 'poor readers' at age 8 years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were 'skilled readers' performing above cut-offs. The final subgroup (n = 10) presented with a 'hyperlexic/poor comprehenders' profile of normal word reading, but poor reading comprehension. The 'poor readers' scored low on all assessments, as well as showing more severe autistic behaviours than 'skilled readers'. Group differences between 'skilled readers' and 'hyperlexics/poor comprehenders' were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the 'hyperlexics/poor comprehenders' scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5 years later presented as 'poor readers' or 'hyperlexics'. En ligne : http://dx.doi.org/10.1177/1362361318811153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Does phonetic repertoire in minimally verbal autistic preschoolers predict the severity of later expressive language impairment? / Jo SAUL in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1217-1231 Titre : Does phonetic repertoire in minimally verbal autistic preschoolers predict the severity of later expressive language impairment? Type de document : Texte imprimé et/ou numérique Auteurs : Jo SAUL, Auteur ; Courtenay F. NORBURY, Auteur Article en page(s) : p.1217-1231 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  development  expressive language  longitudinal study  minimally verbal Index. décimale : PER Périodiques Résumé : What is already known about the topic? Language skills vary enormously in autism: while some autistic individuals can engage in sophisticated conversations, many remain minimally verbal, meaning they use few or no words regularly for communication. We do not know what causes this variation, but we do know that certain child and family characteristics can be measured when a child is young, and this information can improve our prediction of how expressive language might develop over time. What this article adds? We examined four characteristics, which have already been found to predict language development in young minimally verbal autistic children. We followed the expressive language progress of 27 minimally verbal children, aged three to five, for a year. One-third no longer met the minimally verbal criteria at the end of the study. In this sample, only one factor predicted language progress, which was the child's initial speech skills (the number of different speech sounds that the child made during an interaction). This finding adds to the evidence that speech skills contribute to language development in autism. In some cases, persistent and severe expressive language difficulties may reflect an additional deficit in speech production, rather than a consequence of core autism features. Implications for practice, research or policy Our findings suggest that there are factors other than social skills that influence language development in autism. Careful assessment of speech production should be considered when language does not develop as expected. Future research should evaluate speech skills interventions for minimally verbal autistic individuals, as well as promoting the use of alternative communication systems. En ligne : http://dx.doi.org/10.1177/1362361319898560 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 [article] Does phonetic repertoire in minimally verbal autistic preschoolers predict the severity of later expressive language impairment? [Texte imprimé et/ou numérique] / Jo SAUL, Auteur ; Courtenay F. NORBURY, Auteur . - p.1217-1231. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1217-1231 Mots-clés : autism spectrum disorders  communication and language  development  expressive language  longitudinal study  minimally verbal Index. décimale : PER Périodiques Résumé : What is already known about the topic? Language skills vary enormously in autism: while some autistic individuals can engage in sophisticated conversations, many remain minimally verbal, meaning they use few or no words regularly for communication. We do not know what causes this variation, but we do know that certain child and family characteristics can be measured when a child is young, and this information can improve our prediction of how expressive language might develop over time. What this article adds? We examined four characteristics, which have already been found to predict language development in young minimally verbal autistic children. We followed the expressive language progress of 27 minimally verbal children, aged three to five, for a year. One-third no longer met the minimally verbal criteria at the end of the study. In this sample, only one factor predicted language progress, which was the child's initial speech skills (the number of different speech sounds that the child made during an interaction). This finding adds to the evidence that speech skills contribute to language development in autism. In some cases, persistent and severe expressive language difficulties may reflect an additional deficit in speech production, rather than a consequence of core autism features. Implications for practice, research or policy Our findings suggest that there are factors other than social skills that influence language development in autism. Careful assessment of speech production should be considered when language does not develop as expected. Future research should evaluate speech skills interventions for minimally verbal autistic individuals, as well as promoting the use of alternative communication systems. En ligne : http://dx.doi.org/10.1177/1362361319898560 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427

Editorial: Are you speaking my language? Raising awareness of language learning impairments in developmental psychopathology / Courtenay F. NORBURY 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.705-706 Titre : Editorial: Are you speaking my language? Raising awareness of language learning impairments in developmental psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur Article en page(s) : p.705-706 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Editorial: Are you speaking my language? Raising awareness of language learning impairments in developmental psychopathology [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur . - p.705-706. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.705-706 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Editorial: Early intervention in response to language delays – is there a danger of putting too many eggs in the wrong basket? / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.835-836 Titre : Editorial: Early intervention in response to language delays – is there a danger of putting too many eggs in the wrong basket? Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur Article en page(s) : p.835-836 Langues : Anglais (eng) Mots-clés : Early intervention  early language delays  child development  speech-language therapy  language skills  predictors Index. décimale : PER Périodiques Résumé : To most people it seems incontrovertible that when a child's development appears to be lagging, the earlier we intervene the better. This commonly held belief drives a considerable research effort to identify ‘biomarkers’ of disorder at ever younger ages, so that treatment can be made available to infants, before overt signs of disorder are apparent and difficulties become entrenched. Although much of this work has focused on early interventions for autism spectrum disorder, similar efforts have been directed at remediating early language delays. If we could reliably predict in infancy which children would have persistent language learning impairments, early intervention would of course have potentially wide ranging benefits. In fact, the promise of early intervention is such that in times of austerity, some speech-language therapy providers are prioritising services to the under-fives, with little or no direct intervention to school-aged children. And services to pupils in secondary school are almost non-existent, much to the frustration of parents and school staff who see the language demands of the curriculum and the social environment increasing exponentially during adolescence. This Editorial focuses on the evidence for early intervention for children presenting with language delays, in the context of articles published in this issue of JCPP that focus on early language development. En ligne : http://dx.doi.org/10.1111/jcpp.12446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Editorial: Early intervention in response to language delays – is there a danger of putting too many eggs in the wrong basket? [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur . - p.835-836. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.835-836 Mots-clés : Early intervention  early language delays  child development  speech-language therapy  language skills  predictors Index. décimale : PER Périodiques Résumé : To most people it seems incontrovertible that when a child's development appears to be lagging, the earlier we intervene the better. This commonly held belief drives a considerable research effort to identify ‘biomarkers’ of disorder at ever younger ages, so that treatment can be made available to infants, before overt signs of disorder are apparent and difficulties become entrenched. Although much of this work has focused on early interventions for autism spectrum disorder, similar efforts have been directed at remediating early language delays. If we could reliably predict in infancy which children would have persistent language learning impairments, early intervention would of course have potentially wide ranging benefits. In fact, the promise of early intervention is such that in times of austerity, some speech-language therapy providers are prioritising services to the under-fives, with little or no direct intervention to school-aged children. And services to pupils in secondary school are almost non-existent, much to the frustration of parents and school staff who see the language demands of the curriculum and the social environment increasing exponentially during adolescence. This Editorial focuses on the evidence for early intervention for children presenting with language delays, in the context of articles published in this issue of JCPP that focus on early language development. En ligne : http://dx.doi.org/10.1111/jcpp.12446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Editorial: New frontiers in the scientific study of developmental language disorders / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)  

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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)  

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Editorial: The power of treatment studies to explore causal processes in childhood disorders / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 55-5 (May 2014)  

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Editorial: The search for core symptoms – will this help clinical decision-making? / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 57-8 (August 2016)  

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Eye-movement patterns are associated with communicative competence in autistic spectrum disorders / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

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Eye-Tracking as a Window on Language Processing in ASD / Courtenay F. NORBURY  

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Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review / Tamara KALANDADZE in Autism, 22-2 (February 2018)  

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Language growth in children with heterogeneous language disorders: a population study / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)  

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Levels of Text Comprehension in Children with Autism Spectrum Disorders (ASD): The Influence of Language Phenotype / Rebecca LUCAS in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

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One size does not fit all: addressing the challenges of intervention for complex developmental issues / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 59-5 (May 2018)  

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