Meta-analysis of receptive and expressive language skills in autism spectrum disorder / Elaine Y.L. KWOK in Research in Autism Spectrum Disorders, 9 (January 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 9 (January 2015) . - p.202-222 Titre : Meta-analysis of receptive and expressive language skills in autism spectrum disorder Type de document : texte imprimé Auteurs : Elaine Y.L. KWOK, Auteur ; Heather M. BROWN, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur Année de publication : 2015 Article en page(s) : p.202-222 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language  Expressive  Receptive Index. décimale : PER Périodiques Résumé : Abstract Clinical anecdotes suggest that children with autism spectrum disorder (ASD) often show an atypical language profile in which expressive language exceeds receptive language competency. However, the few studies to directly explore this language profile have yielded inconsistent findings. This meta-analysis examined 74 studies that reported the receptive and expressive language performances of children and youth with ASD. Four potential predictors (age, language domain, source of language data, method of ASD diagnosis) were separately analyzed for their contribution to the relative receptive and expressive language impairment in ASD. Contrary to popular belief, the current meta-analyses found no evidence that an expressive advantage is common in ASD. Overall, children and youth with ASD showed equally impaired receptive and expressive language skills, both falling roughly 1.5 SD below peers with typical development. No discrepancies were found in receptive and expressive language across developmental stages, cognitive abilities, vocabulary, global language skills, caregiver report measures, clinician-administered measures, mixed method measures, or method of ASD diagnosis. Although some individual children with ASD may have an expressive-better-than-receptive language profile, this profile is not common enough to be a useful marker of ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Meta-analysis of receptive and expressive language skills in autism spectrum disorder [texte imprimé] / Elaine Y.L. KWOK, Auteur ; Heather M. BROWN, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur . - 2015 . - p.202-222. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.202-222 Mots-clés : Autism spectrum disorder  Language  Expressive  Receptive Index. décimale : PER Périodiques Résumé : Abstract Clinical anecdotes suggest that children with autism spectrum disorder (ASD) often show an atypical language profile in which expressive language exceeds receptive language competency. However, the few studies to directly explore this language profile have yielded inconsistent findings. This meta-analysis examined 74 studies that reported the receptive and expressive language performances of children and youth with ASD. Four potential predictors (age, language domain, source of language data, method of ASD diagnosis) were separately analyzed for their contribution to the relative receptive and expressive language impairment in ASD. Contrary to popular belief, the current meta-analyses found no evidence that an expressive advantage is common in ASD. Overall, children and youth with ASD showed equally impaired receptive and expressive language skills, both falling roughly 1.5 SD below peers with typical development. No discrepancies were found in receptive and expressive language across developmental stages, cognitive abilities, vocabulary, global language skills, caregiver report measures, clinician-administered measures, mixed method measures, or method of ASD diagnosis. Although some individual children with ASD may have an expressive-better-than-receptive language profile, this profile is not common enough to be a useful marker of ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

One size does not fit all for parent-mediated autism interventions: A randomized clinical trial / Megan Y. ROBERTS in Autism, 27-2 (February 2023)  

Public ISBD [article]  inAutism > 27-2 (February 2023) . - p.443-455 Titre : One size does not fit all for parent-mediated autism interventions: A randomized clinical trial Type de document : texte imprimé Auteurs : Megan Y. ROBERTS, Auteur ; Bailey J. SONE, Auteur ; Maranda JONES, Auteur ; Jeffrey GRAUZER, Auteur ; Laura SUDEC, Auteur ; Yael S. STERN, Auteur ; Elaine Y.L. KWOK, Auteur ; Molly LOSH, Auteur ; Aaron J. KAAT, Auteur Article en page(s) : p.443-455 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Coaching parents to use language facilitation strategies improves long-term language outcomes for autistic children. To optimize parent-mediated interventions, more studies need to explore factors that influence parents’ learning. This study involved 119 autistic children (18 “48 months) and their biological mothers enrolled in a single-site, factorial randomized clinical trial. Mothers were taught to use one of two types of language facilitation strategies (responsive or directive) during eight weekly, hour-long instructional sessions. We explored the impact of (a) type of language facilitation strategy, (b) maternal Broad Autism Phenotype (subclinical traits of autism spectrum disorder), and (c) preintervention strategy use on mothers’ outcomes measured immediately and 3 months after intervention sessions. At postintervention, mothers who learned responsive strategies demonstrated significantly greater use of taught strategies than mothers who learned directive strategies (d=0.90, 95% CI =[0.47, 1.32]). Mothers’ use of taught strategies did not differ by Broad Autism Phenotype status. However, a significant two-way interaction was found between preintervention strategy use and Broad Autism Phenotype status on taught strategy use (F(1, 107)=6.04, p=0.016, ΔR2=0.053). Findings suggest that strategy type, maternal Broad Autism Phenotype status, and preintervention strategy use may be important factors to be considered to individualize parent-mediated interventions. En ligne : http://dx.doi.org/10.1177/13623613221102736 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] One size does not fit all for parent-mediated autism interventions: A randomized clinical trial [texte imprimé] / Megan Y. ROBERTS, Auteur ; Bailey J. SONE, Auteur ; Maranda JONES, Auteur ; Jeffrey GRAUZER, Auteur ; Laura SUDEC, Auteur ; Yael S. STERN, Auteur ; Elaine Y.L. KWOK, Auteur ; Molly LOSH, Auteur ; Aaron J. KAAT, Auteur . - p.443-455. Langues : Anglais (eng) in Autism > 27-2 (February 2023) . - p.443-455 Mots-clés : autism spectrum disorders  communication and language  interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Coaching parents to use language facilitation strategies improves long-term language outcomes for autistic children. To optimize parent-mediated interventions, more studies need to explore factors that influence parents’ learning. This study involved 119 autistic children (18 “48 months) and their biological mothers enrolled in a single-site, factorial randomized clinical trial. Mothers were taught to use one of two types of language facilitation strategies (responsive or directive) during eight weekly, hour-long instructional sessions. We explored the impact of (a) type of language facilitation strategy, (b) maternal Broad Autism Phenotype (subclinical traits of autism spectrum disorder), and (c) preintervention strategy use on mothers’ outcomes measured immediately and 3 months after intervention sessions. At postintervention, mothers who learned responsive strategies demonstrated significantly greater use of taught strategies than mothers who learned directive strategies (d=0.90, 95% CI =[0.47, 1.32]). Mothers’ use of taught strategies did not differ by Broad Autism Phenotype status. However, a significant two-way interaction was found between preintervention strategy use and Broad Autism Phenotype status on taught strategy use (F(1, 107)=6.04, p=0.016, ΔR2=0.053). Findings suggest that strategy type, maternal Broad Autism Phenotype status, and preintervention strategy use may be important factors to be considered to individualize parent-mediated interventions. En ligne : http://dx.doi.org/10.1177/13623613221102736 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

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