Concurrent Social Communication Predictors of Expressive Language in Minimally Verbal Children and Adolescents with Autism Spectrum Disorder / Meredith PECUKONIS in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3767-3785 Titre : Concurrent Social Communication Predictors of Expressive Language in Minimally Verbal Children and Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Meredith PECUKONIS, Auteur ; D. PLESA SKWERER, Auteur ; B. EGGLESTON, Auteur ; S. MEYER, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.3767-3785 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Expressive language  Imitation  Joint attention  Minimally verbal  Play Index. décimale : PER Périodiques Résumé : Numerous studies have investigated the predictors of language in pre-verbal toddlers and verbally fluent children with autism spectrum disorder (ASD). The present study investigated the concurrent relations among expressive language and a set of empirically-selected social communication variables-joint attention, imitation, and play-in a unique sample of 37 minimally verbal (MV) children and adolescents with ASD. Results revealed that imitation and play were significantly correlated with expressive language, even when controlling for non-verbal IQ, but joint attention was not. Imitation was the only predictor variable to reach significance within the regression model. Findings demonstrate that predictors of expressive language vary for subpopulations of the autism spectrum, and have broader implications for intervention design for older, MV individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04089-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Concurrent Social Communication Predictors of Expressive Language in Minimally Verbal Children and Adolescents with Autism Spectrum Disorder [texte imprimé] / Meredith PECUKONIS, Auteur ; D. PLESA SKWERER, Auteur ; B. EGGLESTON, Auteur ; S. MEYER, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.3767-3785. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3767-3785 Mots-clés : Autism spectrum disorder  Expressive language  Imitation  Joint attention  Minimally verbal  Play Index. décimale : PER Périodiques Résumé : Numerous studies have investigated the predictors of language in pre-verbal toddlers and verbally fluent children with autism spectrum disorder (ASD). The present study investigated the concurrent relations among expressive language and a set of empirically-selected social communication variables-joint attention, imitation, and play-in a unique sample of 37 minimally verbal (MV) children and adolescents with ASD. Results revealed that imitation and play were significantly correlated with expressive language, even when controlling for non-verbal IQ, but joint attention was not. Imitation was the only predictor variable to reach significance within the regression model. Findings demonstrate that predictors of expressive language vary for subpopulations of the autism spectrum, and have broader implications for intervention design for older, MV individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04089-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Developmental relations between amygdala volume and anxiety traits: Effects of informant, sex, and age / Katherine RICE WARNELL in Development and Psychopathology, 30-4 (October 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-4 (October 2018) . - p.1503-1515 Titre : Developmental relations between amygdala volume and anxiety traits: Effects of informant, sex, and age Type de document : texte imprimé Auteurs : Katherine RICE WARNELL, Auteur ; Meredith PECUKONIS, Auteur ; Elizabeth REDCAY, Auteur Article en page(s) : p.1503-1515 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although substantial human and animal evidence suggests a role for the amygdala in anxiety, literature linking amygdala volume to anxiety symptomatology is inconclusive, with studies finding positive, negative, and null results. Clarifying this brain–behavior relation in middle to late childhood is especially important, as this is a time both of amygdala structural maturation and the emergence of many anxiety disorders. The goal of the current study was to clarify inconsistent findings in previous literature by identifying factors moderating the relation between amygdala volume and anxiety traits in a large sample of typically developing children aged 6–13 years (N = 72). In particular, we investigated the moderating effects of informant (parent vs. child), age, and sex. We found that children's reports (i.e., self-reports) were related to amygdala volume; children who reported higher anxiety levels had smaller amygdalae. This negative relation between amygdala volume and anxiety weakened with age. There was also an independent effect of sex, such that relations were stronger in males than in females. These results indicate the importance of considering sample and informant characteristics when charting the neurobiological mechanisms underlying developmental anxiety. En ligne : http://dx.doi.org/10.1017/S0954579417001626 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Developmental relations between amygdala volume and anxiety traits: Effects of informant, sex, and age [texte imprimé] / Katherine RICE WARNELL, Auteur ; Meredith PECUKONIS, Auteur ; Elizabeth REDCAY, Auteur . - p.1503-1515. Langues : Anglais (eng) in Development and Psychopathology > 30-4 (October 2018) . - p.1503-1515 Index. décimale : PER Périodiques Résumé : Although substantial human and animal evidence suggests a role for the amygdala in anxiety, literature linking amygdala volume to anxiety symptomatology is inconclusive, with studies finding positive, negative, and null results. Clarifying this brain–behavior relation in middle to late childhood is especially important, as this is a time both of amygdala structural maturation and the emergence of many anxiety disorders. The goal of the current study was to clarify inconsistent findings in previous literature by identifying factors moderating the relation between amygdala volume and anxiety traits in a large sample of typically developing children aged 6–13 years (N = 72). In particular, we investigated the moderating effects of informant (parent vs. child), age, and sex. We found that children's reports (i.e., self-reports) were related to amygdala volume; children who reported higher anxiety levels had smaller amygdalae. This negative relation between amygdala volume and anxiety weakened with age. There was also an independent effect of sex, such that relations were stronger in males than in females. These results indicate the importance of considering sample and informant characteristics when charting the neurobiological mechanisms underlying developmental anxiety. En ligne : http://dx.doi.org/10.1017/S0954579417001626 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Early predictors of language skills at 3?years of age vary based on diagnostic outcome: A baby siblings research consortium study / Meredith PECUKONIS in Autism Research, 15-7 (July 2022)  

Public ISBD [article]  inAutism Research > 15-7 (July 2022) . - p.1324-1335 Titre : Early predictors of language skills at 3?years of age vary based on diagnostic outcome: A baby siblings research consortium study Type de document : texte imprimé Auteurs : Meredith PECUKONIS, Auteur ; Gregory S. YOUNG, Auteur ; Jessica BRIAN, Auteur ; Tony CHARMAN, Auteur ; Katarzyna CHAWARSKA, Auteur ; Mayada ELSABBAGH, Auteur ; Jana M. IVERSON, Auteur ; Shafali JESTE, Auteur ; Rebecca LANDA, Auteur ; Daniel S. MESSINGER, Auteur ; A. J. SCHWICHTENBERG, Auteur ; Sara Jane WEBB, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.1324-1335 Langues : Anglais (eng) Mots-clés : gesture  infant sibling  language  maternal education  motor  nonverbal cognition Index. décimale : PER Périodiques Résumé : While previous work has identified the early predictors of language skills in infants at elevated familial risk (ER) and low familial risk (LR) for autism spectrum disorder (ASD), no studies to date have explored whether these predictors vary based on diagnostic outcome of ASD or no ASD. The present study used a large, multisite dataset to examine associations between a set of commonly studied predictor variables (infant gesture abilities, fine motor skills, nonverbal cognition, and maternal education level), measured at 12 months, and language skills, measured at 3 years, across three diagnostic outcome groups-infants with ASD ("ASD"), ER infants without ASD ("ER-no ASD"), and LR infants without ASD ("LR-no ASD"). Findings revealed that the predictors of language skills differed across groups, as gesture abilities were positively associated with language skills in the ER-no ASD group but negatively associated with language skills in the ASD group. Furthermore, maternal education level was positively associated with language skills in the ASD and LR-no ASD groups only. Variability in these early predictors may help explain why language skills are heterogeneous across the autism spectrum, and, with further study, may help clinicians identify those in need of additional and/or specialized intervention services that support language development. LAY SUMMARY: The present study identified predictors of language skills in infants with and without autism spectrum disorder (ASD). Maternal education level and 12-month gesture abilities predicted 3-year language skills in infants with ASD. Measuring these predictors early in life may help identify infants and families in need of additional and/or specialized intervention services that support language development. En ligne : http://dx.doi.org/10.1002/aur.2760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Early predictors of language skills at 3?years of age vary based on diagnostic outcome: A baby siblings research consortium study [texte imprimé] / Meredith PECUKONIS, Auteur ; Gregory S. YOUNG, Auteur ; Jessica BRIAN, Auteur ; Tony CHARMAN, Auteur ; Katarzyna CHAWARSKA, Auteur ; Mayada ELSABBAGH, Auteur ; Jana M. IVERSON, Auteur ; Shafali JESTE, Auteur ; Rebecca LANDA, Auteur ; Daniel S. MESSINGER, Auteur ; A. J. SCHWICHTENBERG, Auteur ; Sara Jane WEBB, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.1324-1335. Langues : Anglais (eng) in Autism Research > 15-7 (July 2022) . - p.1324-1335 Mots-clés : gesture  infant sibling  language  maternal education  motor  nonverbal cognition Index. décimale : PER Périodiques Résumé : While previous work has identified the early predictors of language skills in infants at elevated familial risk (ER) and low familial risk (LR) for autism spectrum disorder (ASD), no studies to date have explored whether these predictors vary based on diagnostic outcome of ASD or no ASD. The present study used a large, multisite dataset to examine associations between a set of commonly studied predictor variables (infant gesture abilities, fine motor skills, nonverbal cognition, and maternal education level), measured at 12 months, and language skills, measured at 3 years, across three diagnostic outcome groups-infants with ASD ("ASD"), ER infants without ASD ("ER-no ASD"), and LR infants without ASD ("LR-no ASD"). Findings revealed that the predictors of language skills differed across groups, as gesture abilities were positively associated with language skills in the ER-no ASD group but negatively associated with language skills in the ASD group. Furthermore, maternal education level was positively associated with language skills in the ASD and LR-no ASD groups only. Variability in these early predictors may help explain why language skills are heterogeneous across the autism spectrum, and, with further study, may help clinicians identify those in need of additional and/or specialized intervention services that support language development. LAY SUMMARY: The present study identified predictors of language skills in infants with and without autism spectrum disorder (ASD). Maternal education level and 12-month gesture abilities predicted 3-year language skills in infants with ASD. Measuring these predictors early in life may help identify infants and families in need of additional and/or specialized intervention services that support language development. En ligne : http://dx.doi.org/10.1002/aur.2760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

The neural bases of language processing during social and non-social contexts: a fNIRS study of autistic and neurotypical preschool-aged children / Meredith PECUKONIS in Molecular Autism, 16 (2025)  

Public ISBD [article]  inMolecular Autism > 16 (2025) . - 40 Titre : The neural bases of language processing during social and non-social contexts: a fNIRS study of autistic and neurotypical preschool-aged children Type de document : texte imprimé Auteurs : Meredith PECUKONIS, Auteur ; J GERSON, Auteur ; H. GUSTAFSON-ALM, Auteur ; M. WOOD, Auteur ; M. YÃœCEL, Auteur ; D. A. BOAS, Auteur ; H. TAGER-FLUSBERG, Auteur ; Meredith PECUKONIS, Auteur ; J GERSON, Auteur ; H. GUSTAFSON-ALM, Auteur ; M. WOOD, Auteur ; M. YÃœCEL, Auteur ; D. A. BOAS, Auteur ; H. TAGER-FLUSBERG, Auteur Article en page(s) : 40 Langues : Anglais (eng) Mots-clés : Humans  Child, Preschool  Male  Female  Spectroscopy, Near-Infrared/methods  Child  Language  Brain/physiopathology/diagnostic imaging  Autistic Disorder/physiopathology  Autism Spectrum Disorder/physiopathology  Social Behavior  Autism  Live  Preschool  Social context  fNIRS  were conducted according to the guidelines of the Declaration of Helsinki,  including informed consent and assent prior to study inclusion, and approved by  the Institutional Review Board at Boston University (protocol #5334). Consent for  publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: Little is known about how autistic children's brains process language during real-world "social contexts," despite the fact that challenges with language, communication, and social interaction are core features of Autism Spectrum Disorder (ASD). METHODS: We investigated the neural bases of language processing during social and non-social contexts in a sample of autistic and neurotypical (NT) preschool-aged children, 3-6 years old, living in the United States. Functional near-infrared spectroscopy was used to measure children's brain response to "live language" spoken by a live experimenter during an in-person social context (i.e., book reading) and "recorded language" played via an audio recording during a non-social context (i.e., screen time). We examined within-group and between-group differences in the strength and localization of brain response to live language and recorded language, as well as correlations between children's brain response to live language versus recorded language and their language skills, as measured by the Preschool Language Scales. RESULTS: In the NT group, brain response to live language was greater than brain response to recorded language in the right temporal parietal junction (TPJ). In the ASD group, the strength of brain response did not differ between conditions in any brain regions of interest after correction for multiple comparisons. Children who showed a greater difference in right TPJ brain response to live language versus recorded language had higher language skills; this significant correlation was driven by the ASD group. LIMITATIONS: Findings should be considered preliminary until they are replicated in a larger sample. CONCLUSIONS: Group level findings indicate that for NT children, but not autistic children, the right TPJ responds more strongly to live language presented during a social context compared to recorded language presented during a non-social context. However, individual differences in how the right TPJ responds to language during social versus non-social contexts may help to explain why language skills are so variable across children on the autism spectrum. En ligne : https://dx.doi.org/10.1186/s13229-025-00655-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569 [article] The neural bases of language processing during social and non-social contexts: a fNIRS study of autistic and neurotypical preschool-aged children [texte imprimé] / Meredith PECUKONIS, Auteur ; J GERSON, Auteur ; H. GUSTAFSON-ALM, Auteur ; M. WOOD, Auteur ; M. YÃœCEL, Auteur ; D. A. BOAS, Auteur ; H. TAGER-FLUSBERG, Auteur ; Meredith PECUKONIS, Auteur ; J GERSON, Auteur ; H. GUSTAFSON-ALM, Auteur ; M. WOOD, Auteur ; M. YÃœCEL, Auteur ; D. A. BOAS, Auteur ; H. TAGER-FLUSBERG, Auteur . - 40. Langues : Anglais (eng) in Molecular Autism > 16 (2025) . - 40 Mots-clés : Humans  Child, Preschool  Male  Female  Spectroscopy, Near-Infrared/methods  Child  Language  Brain/physiopathology/diagnostic imaging  Autistic Disorder/physiopathology  Autism Spectrum Disorder/physiopathology  Social Behavior  Autism  Live  Preschool  Social context  fNIRS  were conducted according to the guidelines of the Declaration of Helsinki,  including informed consent and assent prior to study inclusion, and approved by  the Institutional Review Board at Boston University (protocol #5334). Consent for  publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: Little is known about how autistic children's brains process language during real-world "social contexts," despite the fact that challenges with language, communication, and social interaction are core features of Autism Spectrum Disorder (ASD). METHODS: We investigated the neural bases of language processing during social and non-social contexts in a sample of autistic and neurotypical (NT) preschool-aged children, 3-6 years old, living in the United States. Functional near-infrared spectroscopy was used to measure children's brain response to "live language" spoken by a live experimenter during an in-person social context (i.e., book reading) and "recorded language" played via an audio recording during a non-social context (i.e., screen time). We examined within-group and between-group differences in the strength and localization of brain response to live language and recorded language, as well as correlations between children's brain response to live language versus recorded language and their language skills, as measured by the Preschool Language Scales. RESULTS: In the NT group, brain response to live language was greater than brain response to recorded language in the right temporal parietal junction (TPJ). In the ASD group, the strength of brain response did not differ between conditions in any brain regions of interest after correction for multiple comparisons. Children who showed a greater difference in right TPJ brain response to live language versus recorded language had higher language skills; this significant correlation was driven by the ASD group. LIMITATIONS: Findings should be considered preliminary until they are replicated in a larger sample. CONCLUSIONS: Group level findings indicate that for NT children, but not autistic children, the right TPJ responds more strongly to live language presented during a social context compared to recorded language presented during a non-social context. However, individual differences in how the right TPJ responds to language during social versus non-social contexts may help to explain why language skills are so variable across children on the autism spectrum. En ligne : https://dx.doi.org/10.1186/s13229-025-00655-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569

What role does the environment play in language development? Exploring the associations among socioeconomic status, parent language input, and language skills in school-aged children with autism / Meredith PECUKONIS in Autism Research, 17-12 (December 2024)  

Public ISBD [article]  inAutism Research > 17-12 (December 2024) . - p.2614-2627 Titre : What role does the environment play in language development? Exploring the associations among socioeconomic status, parent language input, and language skills in school-aged children with autism Type de document : texte imprimé Auteurs : Meredith PECUKONIS, Auteur ; Lindsay K. BUTLER, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.2614-2627 Langues : Anglais (eng) Mots-clés : child language skills  natural language sample  parent language input  socioeconomic status Index. décimale : PER Périodiques Résumé : Abstract Language development in children with autism is influenced by proximal (e.g., parent language input) and distal (e.g., socioeconomic status) environmental constructs. Studies have found that ?rich and responsive? parent language input supports autistic children's language development, and recent work has reported positive associations between measures of socioeconomic status (SES) and child language skills. However, little is known about how these proximal and distal environmental constructs interact to shape language development in autism. In a sample of 74 autistic school-aged children, the present study investigated the associations among measures of SES, the quantity and quality of language produced by parents and children during home-based dyadic parent?child interactions, and children's expressive and receptive language skills. Results showed that annual household income was positively associated with parent number of total words (NTW), parent number of different words (NDW), and parent mean length of utterance (MLU), while neither parent education level nor annual household income were significantly associated with measures of child language skills. Parent MLU was positively associated with child MLU and child expressive language skills. Findings suggest that annual household income may influence both the quantity and quality of parent language input, and that parent MLU, a qualitative measure of parent language input, may play a particularly important role in shaping autistic children's expressive language development. Future research should study longitudinal associations among SES, parent language input, and child language skills, as identifying environmental predictors of language skills in autism may facilitate the creation of more effective interventions that support language development. En ligne : https://dx.doi.org/10.1002/aur.3252 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] What role does the environment play in language development? Exploring the associations among socioeconomic status, parent language input, and language skills in school-aged children with autism [texte imprimé] / Meredith PECUKONIS, Auteur ; Lindsay K. BUTLER, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.2614-2627. Langues : Anglais (eng) in Autism Research > 17-12 (December 2024) . - p.2614-2627 Mots-clés : child language skills  natural language sample  parent language input  socioeconomic status Index. décimale : PER Périodiques Résumé : Abstract Language development in children with autism is influenced by proximal (e.g., parent language input) and distal (e.g., socioeconomic status) environmental constructs. Studies have found that ?rich and responsive? parent language input supports autistic children's language development, and recent work has reported positive associations between measures of socioeconomic status (SES) and child language skills. However, little is known about how these proximal and distal environmental constructs interact to shape language development in autism. In a sample of 74 autistic school-aged children, the present study investigated the associations among measures of SES, the quantity and quality of language produced by parents and children during home-based dyadic parent?child interactions, and children's expressive and receptive language skills. Results showed that annual household income was positively associated with parent number of total words (NTW), parent number of different words (NDW), and parent mean length of utterance (MLU), while neither parent education level nor annual household income were significantly associated with measures of child language skills. Parent MLU was positively associated with child MLU and child expressive language skills. Findings suggest that annual household income may influence both the quantity and quality of parent language input, and that parent MLU, a qualitative measure of parent language input, may play a particularly important role in shaping autistic children's expressive language development. Future research should study longitudinal associations among SES, parent language input, and child language skills, as identifying environmental predictors of language skills in autism may facilitate the creation of more effective interventions that support language development. En ligne : https://dx.doi.org/10.1002/aur.3252 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

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