Assessing receptive verb knowledge in late talkers and autistic children: advances and cautionary tales / Sabrina HORVATH in Journal of Neurodevelopmental Disorders, 15 (2023)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 15 (2023) Titre : Assessing receptive verb knowledge in late talkers and autistic children: advances and cautionary tales Type de document : texte imprimé Auteurs : Sabrina HORVATH, Auteur ; Sudha ARUNACHALAM, Auteur Langues : Anglais (eng) Mots-clés : Child  Humans  Autistic Disorder  Vocabulary  Linguistics  Fixation, Ocular  Aptitude  Language Development Disorders  Assessment  Autism spectrum disorder  Eye-tracking  Late talkers  Verbs Index. décimale : PER Périodiques Résumé : PURPOSE: Using eye-tracking, we assessed the receptive verb vocabularies of age-matched late talkers and typically developing children (experiment 1) and autistic preschoolers (experiment 2). We evaluated how many verbs participants knew and how quickly they processed the linguistic prompt. Our goal is to explore how these eye-gaze measures can be operationalized to capture verb knowledge in late talkers and autistic children. METHOD: Participants previewed two dynamic scenes side-by-side (e.g., "stretching" and "clapping") and were then prompted to find the target verb's referent. Children's eye-gaze behaviors were operationalized using established approaches in the field with modifications in consideration for the type of stimuli (dynamic scenes versus static images) and the populations included. Accuracy was calculated as a proportion of time spent looking to the target, and linguistic processing was operationalized as latency of children's first look to the target. RESULTS: In experiment 1, there were no group differences in the proportion of verbs known, but late talkers required longer to demonstrate their knowledge than typically developing children. Latency was predicted by age but not language abilities. In experiment 2, autistic children's accuracy and latency were both predicted by receptive language abilities. CONCLUSION: Eye gaze can be used to assess receptive verb vocabulary in a variety of populations, but in operationalizing gaze behavior, we must account for between- and within-group differences. Bootstrapped cluster-permutation analysis is one way to create individualized measures of children's gaze behavior, but more research is warranted using an individual differences approach with this type of analysis. En ligne : https://dx.doi.org/10.1186/s11689-023-09512-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575 [article] Assessing receptive verb knowledge in late talkers and autistic children: advances and cautionary tales [texte imprimé] / Sabrina HORVATH, Auteur ; Sudha ARUNACHALAM, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 15 (2023) Mots-clés : Child  Humans  Autistic Disorder  Vocabulary  Linguistics  Fixation, Ocular  Aptitude  Language Development Disorders  Assessment  Autism spectrum disorder  Eye-tracking  Late talkers  Verbs Index. décimale : PER Périodiques Résumé : PURPOSE: Using eye-tracking, we assessed the receptive verb vocabularies of age-matched late talkers and typically developing children (experiment 1) and autistic preschoolers (experiment 2). We evaluated how many verbs participants knew and how quickly they processed the linguistic prompt. Our goal is to explore how these eye-gaze measures can be operationalized to capture verb knowledge in late talkers and autistic children. METHOD: Participants previewed two dynamic scenes side-by-side (e.g., "stretching" and "clapping") and were then prompted to find the target verb's referent. Children's eye-gaze behaviors were operationalized using established approaches in the field with modifications in consideration for the type of stimuli (dynamic scenes versus static images) and the populations included. Accuracy was calculated as a proportion of time spent looking to the target, and linguistic processing was operationalized as latency of children's first look to the target. RESULTS: In experiment 1, there were no group differences in the proportion of verbs known, but late talkers required longer to demonstrate their knowledge than typically developing children. Latency was predicted by age but not language abilities. In experiment 2, autistic children's accuracy and latency were both predicted by receptive language abilities. CONCLUSION: Eye gaze can be used to assess receptive verb vocabulary in a variety of populations, but in operationalizing gaze behavior, we must account for between- and within-group differences. Bootstrapped cluster-permutation analysis is one way to create individualized measures of children's gaze behavior, but more research is warranted using an individual differences approach with this type of analysis. En ligne : https://dx.doi.org/10.1186/s11689-023-09512-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575

Brief Report: Learning Language Through Overhearing in Children with ASD / Rhiannon LUYSTER in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2616-2624 Titre : Brief Report: Learning Language Through Overhearing in Children with ASD Type de document : texte imprimé Auteurs : Rhiannon LUYSTER, Auteur ; Sudha ARUNACHALAM, Auteur Article en page(s) : p.2616-2624 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language  Word learning Index. décimale : PER Périodiques Résumé : We explored whether children with autism spectrum disorder (ASD) learn new nouns from overheard speech. Thirteen children (4-5 years) with ASD participated in an Addressed condition, in which they were directly taught a novel label (e.g., toma) for one of three novel objects, and an Overheard condition, in which the objects and label were presented in a conversation between two adults. In both conditions, children were then asked to identify the labeled object (e.g., "find the toma"). Children selected the target novel object at rates above chance in the Addressed condition, and of critical importance, they also did so in the Overheard condition. This suggests that, like TD children, children with ASD may learn from language that is not directed to them. En ligne : http://dx.doi.org/10.1007/s10803-018-3672-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Brief Report: Learning Language Through Overhearing in Children with ASD [texte imprimé] / Rhiannon LUYSTER, Auteur ; Sudha ARUNACHALAM, Auteur . - p.2616-2624. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2616-2624 Mots-clés : Autism spectrum disorder  Language  Word learning Index. décimale : PER Périodiques Résumé : We explored whether children with autism spectrum disorder (ASD) learn new nouns from overheard speech. Thirteen children (4-5 years) with ASD participated in an Addressed condition, in which they were directly taught a novel label (e.g., toma) for one of three novel objects, and an Overheard condition, in which the objects and label were presented in a conversation between two adults. In both conditions, children were then asked to identify the labeled object (e.g., "find the toma"). Children selected the target novel object at rates above chance in the Addressed condition, and of critical importance, they also did so in the Overheard condition. This suggests that, like TD children, children with ASD may learn from language that is not directed to them. En ligne : http://dx.doi.org/10.1007/s10803-018-3672-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Eye-Tracking Measurements of Language Processing: Developmental Differences in Children at High Risk for ASD / Meia CHITA-TEGMARK in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3327-3338 Titre : Eye-Tracking Measurements of Language Processing: Developmental Differences in Children at High Risk for ASD Type de document : texte imprimé Auteurs : Meia CHITA-TEGMARK, Auteur ; Sudha ARUNACHALAM, Auteur ; Charles A. NELSON, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.3327-3338 Langues : Anglais (eng) Mots-clés : Autism  Development  Word comprehension  Processing speed  Eye tracking Index. décimale : PER Périodiques Résumé : To explore how being at high risk for autism spectrum disorder (ASD), based on having an older sibling diagnosed with ASD, affects word comprehension and language processing speed, 18-, 24- and 36-month-old children, at high and low risk for ASD were tested in a cross- sectional study, on an eye gaze measure of receptive language that measured how accurately and rapidly the children looked at named target images. There were no significant differences between the high risk ASD group and the low risk control group of 18- and 24-month-olds. However, 36-month-olds in the high risk for ASD group performed significantly worse on the accuracy measure, but not on the speed measure. We propose that the language processing efficiency of the high risk group is not compromised, but other vocabulary acquisition factors might have lead to the high risk 36-month-olds to comprehend significantly fewer nouns on our measure. En ligne : http://dx.doi.org/10.1007/s10803-015-2495-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Eye-Tracking Measurements of Language Processing: Developmental Differences in Children at High Risk for ASD [texte imprimé] / Meia CHITA-TEGMARK, Auteur ; Sudha ARUNACHALAM, Auteur ; Charles A. NELSON, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.3327-3338. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3327-3338 Mots-clés : Autism  Development  Word comprehension  Processing speed  Eye tracking Index. décimale : PER Périodiques Résumé : To explore how being at high risk for autism spectrum disorder (ASD), based on having an older sibling diagnosed with ASD, affects word comprehension and language processing speed, 18-, 24- and 36-month-old children, at high and low risk for ASD were tested in a cross- sectional study, on an eye gaze measure of receptive language that measured how accurately and rapidly the children looked at named target images. There were no significant differences between the high risk ASD group and the low risk control group of 18- and 24-month-olds. However, 36-month-olds in the high risk for ASD group performed significantly worse on the accuracy measure, but not on the speed measure. We propose that the language processing efficiency of the high risk group is not compromised, but other vocabulary acquisition factors might have lead to the high risk 36-month-olds to comprehend significantly fewer nouns on our measure. En ligne : http://dx.doi.org/10.1007/s10803-015-2495-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review / Sudha ARUNACHALAM in Autism Research, 9-8 (August 2016)  

Public ISBD [article]  inAutism Research > 9-8 (August 2016) . - p.810-828 Titre : The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review Type de document : texte imprimé Auteurs : Sudha ARUNACHALAM, Auteur ; Rhiannon LUYSTER, Auteur Article en page(s) : p.810-828 Langues : Anglais (eng) Mots-clés : Language  Developmental Psychology  Pediatrics  Children  Infants  Learning Index. décimale : PER Périodiques Résumé : Research on autism spectrum disorders (ASD) has rapidly expanded in recent years, yielding important developments in both theory and practice. While we have gained important insights into how children with ASD differ from typically developing (TD) children in terms of phenotypic features, less has been learned about if and how development in ASD differs from typical development in terms of underlying mechanisms of change. This article aims to provide a review of processes subserving lexical development in ASD, with the goal of identifying contributing factors to the heterogeneity of language outcomes in ASD. The focus is on available evidence of the integrity or disruption of these mechanisms in ASD, as well as their significance for vocabulary development; topics include early speech perception and preference, speech segmentation, word learning, and category formation. Significant gaps in the literature are identified and future directions are suggested. Autism Res 2016, 9: 810–828. © 2015 En ligne : http://dx.doi.org/10.1002/aur.1590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review [texte imprimé] / Sudha ARUNACHALAM, Auteur ; Rhiannon LUYSTER, Auteur . - p.810-828. Langues : Anglais (eng) in Autism Research > 9-8 (August 2016) . - p.810-828 Mots-clés : Language  Developmental Psychology  Pediatrics  Children  Infants  Learning Index. décimale : PER Périodiques Résumé : Research on autism spectrum disorders (ASD) has rapidly expanded in recent years, yielding important developments in both theory and practice. While we have gained important insights into how children with ASD differ from typically developing (TD) children in terms of phenotypic features, less has been learned about if and how development in ASD differs from typical development in terms of underlying mechanisms of change. This article aims to provide a review of processes subserving lexical development in ASD, with the goal of identifying contributing factors to the heterogeneity of language outcomes in ASD. The focus is on available evidence of the integrity or disruption of these mechanisms in ASD, as well as their significance for vocabulary development; topics include early speech perception and preference, speech segmentation, word learning, and category formation. Significant gaps in the literature are identified and future directions are suggested. Autism Res 2016, 9: 810–828. © 2015 En ligne : http://dx.doi.org/10.1002/aur.1590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

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