Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age / A. M. GONZALEZ-BARRERO in Autism Research, 11-12 (December 2018)  

Public ISBD [article]  inAutism Research > 11-12 (December 2018) . - p.1667-1678 Titre : Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age Type de document : Texte imprimé et/ou numérique Auteurs : A. M. GONZALEZ-BARRERO, Auteur ; A. NADIG, Auteur Article en page(s) : p.1667-1678 Langues : Anglais (eng) Mots-clés : amount of language exposure  autism spectrum disorder  bilingualism  morphology  school-age children  vocabulary Index. décimale : PER Périodiques Résumé : Studies of bilingual children with Autism Spectrum Disorders (ASD) have focused on early language development using parent report measures. However, the effect of bilingual exposure on more complex linguistic abilities is unknown. In the current study, we examined the impact of amount of language exposure on vocabulary and morphological skills in school-aged children with ASD who did not have intellectual disability. Forty-seven typically developing children and 30 children with ASD with varying exposure to French participated in the study. We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on language abilities via regression analyses. Current amount of language exposure was the strongest predictor of both vocabulary skills (accounting for 62% of the variance) and morphological skills (accounting for 49% of the variance), for both typically-developing children and children with ASD. These findings highlight the central role amount of language exposure plays in vocabulary and morphological development for children with ASD, as it does for typically-developing children. In addition, they provide further evidence that, when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. Autism Research 2018, 11: 1667-1678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We studied typically developing children and children with ASD living in a bilingual society who had varying exposure to French (ranging from bilinguals to monolinguals). We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on their vocabulary and morphological skills. Current amount of language exposure was the strongest predictor of language skills in both groups of children. Findings indicate that when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. En ligne : http://dx.doi.org/10.1002/aur.2023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age [Texte imprimé et/ou numérique] / A. M. GONZALEZ-BARRERO, Auteur ; A. NADIG, Auteur . - p.1667-1678. Langues : Anglais (eng) in Autism Research > 11-12 (December 2018) . - p.1667-1678 Mots-clés : amount of language exposure  autism spectrum disorder  bilingualism  morphology  school-age children  vocabulary Index. décimale : PER Périodiques Résumé : Studies of bilingual children with Autism Spectrum Disorders (ASD) have focused on early language development using parent report measures. However, the effect of bilingual exposure on more complex linguistic abilities is unknown. In the current study, we examined the impact of amount of language exposure on vocabulary and morphological skills in school-aged children with ASD who did not have intellectual disability. Forty-seven typically developing children and 30 children with ASD with varying exposure to French participated in the study. We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on language abilities via regression analyses. Current amount of language exposure was the strongest predictor of both vocabulary skills (accounting for 62% of the variance) and morphological skills (accounting for 49% of the variance), for both typically-developing children and children with ASD. These findings highlight the central role amount of language exposure plays in vocabulary and morphological development for children with ASD, as it does for typically-developing children. In addition, they provide further evidence that, when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. Autism Research 2018, 11: 1667-1678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We studied typically developing children and children with ASD living in a bilingual society who had varying exposure to French (ranging from bilinguals to monolinguals). We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on their vocabulary and morphological skills. Current amount of language exposure was the strongest predictor of language skills in both groups of children. Findings indicate that when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. En ligne : http://dx.doi.org/10.1002/aur.2023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age / A. M. GONZALEZ-BARRERO 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.3888-3897 Titre : Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age Type de document : Texte imprimé et/ou numérique Auteurs : A. M. GONZALEZ-BARRERO, Auteur ; A. NADIG, Auteur Article en page(s) : p.3888-3897 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Bilingualism  Language skills  Morphology  School-age children  Vocabulary Index. décimale : PER Périodiques Résumé : We examined the lexical and grammatical skills of monolingual and bilingual school-age children with autism spectrum disorders (ASD). Thirteen monolingual and thirteen bilingual children with ASD without intellectual disability, were compared on standardized measures of vocabulary and morphology. Findings revealed that bilingual children performed in the average monolingual range on a standardized receptive vocabulary test and slightly below the average range on a standardized morphological task in their dominant language. Prior work indicates that bilingual exposure is not detrimental for early language development in children with autism. The current findings suggest that at school age, bilinguals with ASD show similar language development patterns as those described in the literature on typically-developing bilinguals. En ligne : http://dx.doi.org/10.1007/s10803-019-04073-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age [Texte imprimé et/ou numérique] / A. M. GONZALEZ-BARRERO, Auteur ; A. NADIG, Auteur . - p.3888-3897. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3888-3897 Mots-clés : Autism spectrum disorders  Bilingualism  Language skills  Morphology  School-age children  Vocabulary Index. décimale : PER Périodiques Résumé : We examined the lexical and grammatical skills of monolingual and bilingual school-age children with autism spectrum disorders (ASD). Thirteen monolingual and thirteen bilingual children with ASD without intellectual disability, were compared on standardized measures of vocabulary and morphology. Findings revealed that bilingual children performed in the average monolingual range on a standardized receptive vocabulary test and slightly below the average range on a standardized morphological task in their dominant language. Prior work indicates that bilingual exposure is not detrimental for early language development in children with autism. The current findings suggest that at school age, bilinguals with ASD show similar language development patterns as those described in the literature on typically-developing bilinguals. En ligne : http://dx.doi.org/10.1007/s10803-019-04073-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self-Determination and Quality of Life / A. NADIG in Autism Research, 11-12 (December 2018)  

Public ISBD [article]  inAutism Research > 11-12 (December 2018) . - p.1712-1728 Titre : Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self-Determination and Quality of Life Type de document : Texte imprimé et/ou numérique Auteurs : A. NADIG, Auteur ; T. FLANAGAN, Auteur ; K. WHITE, Auteur ; S. BHATNAGAR, Auteur Article en page(s) : p.1712-1728 Langues : Anglais (eng) Mots-clés : Intervention - Behavioral  adulthood  autism spectrum disorder  quality of life  randomized controlled trial  self-determination  transition Index. décimale : PER Périodiques Résumé : Few evidence-based services exist for people with Autism Spectrum Disorder (ASD) as they transition into adulthood, particularly those that foster appreciation of one's own goals and strengths. We developed a transition service for adults with ASD (without Intellectual Disability), and conducted a randomized controlled trial (RCT) focusing on self-report of Quality of Life and Self-Determination outcomes. Thirty participants aged 18-29 were randomized to immediate or delayed intervention, with 26 participants analyzed after 4 were lost to follow-up. Curriculum was tailored to participants' self-expressed needs in three areas: social communication, self-determination, and working with others. Groups of four-to-six participants with ASD and two facilitators met weekly for 10 weeks. Positive intervention effects were observed on self-report of Quality of Life; the intervention group scored on average 2 points higher than the control group, 95% CI [-0.2, 3.9]. Positive effects were also observed on the Self Determination Scale (Interpersonal Cognitive Problem-Solving subdomain), where the intervention group scored 2 points higher than control group 95% CI [0.082, 3.4]. In addition, participants rated skills targeted by the curriculum 6 points higher after versus before intervention, 95% CI [3.7, 8.6]. This was echoed by a subset of parents rating their child's skills as seven points higher after versus before intervention, 95% CI [1, 14]. Autism Research 2018, 11: 1712-1728. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: These findings indicate that it is possible to increase Self-Determination and subjective Quality of Life in adults with ASD through a brief group-format service, and provide a model for doing so. Self-Determination abilities are linked to improved adult outcomes in individuals with other disabilities. These often overlooked factors should be incorporated in programming for adults with ASD as they transition to adulthood. En ligne : http://dx.doi.org/10.1002/aur.2027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self-Determination and Quality of Life [Texte imprimé et/ou numérique] / A. NADIG, Auteur ; T. FLANAGAN, Auteur ; K. WHITE, Auteur ; S. BHATNAGAR, Auteur . - p.1712-1728. Langues : Anglais (eng) in Autism Research > 11-12 (December 2018) . - p.1712-1728 Mots-clés : Intervention - Behavioral  adulthood  autism spectrum disorder  quality of life  randomized controlled trial  self-determination  transition Index. décimale : PER Périodiques Résumé : Few evidence-based services exist for people with Autism Spectrum Disorder (ASD) as they transition into adulthood, particularly those that foster appreciation of one's own goals and strengths. We developed a transition service for adults with ASD (without Intellectual Disability), and conducted a randomized controlled trial (RCT) focusing on self-report of Quality of Life and Self-Determination outcomes. Thirty participants aged 18-29 were randomized to immediate or delayed intervention, with 26 participants analyzed after 4 were lost to follow-up. Curriculum was tailored to participants' self-expressed needs in three areas: social communication, self-determination, and working with others. Groups of four-to-six participants with ASD and two facilitators met weekly for 10 weeks. Positive intervention effects were observed on self-report of Quality of Life; the intervention group scored on average 2 points higher than the control group, 95% CI [-0.2, 3.9]. Positive effects were also observed on the Self Determination Scale (Interpersonal Cognitive Problem-Solving subdomain), where the intervention group scored 2 points higher than control group 95% CI [0.082, 3.4]. In addition, participants rated skills targeted by the curriculum 6 points higher after versus before intervention, 95% CI [3.7, 8.6]. This was echoed by a subset of parents rating their child's skills as seven points higher after versus before intervention, 95% CI [1, 14]. Autism Research 2018, 11: 1712-1728. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: These findings indicate that it is possible to increase Self-Determination and subjective Quality of Life in adults with ASD through a brief group-format service, and provide a model for doing so. Self-Determination abilities are linked to improved adult outcomes in individuals with other disabilities. These often overlooked factors should be incorporated in programming for adults with ASD as they transition to adulthood. En ligne : http://dx.doi.org/10.1002/aur.2027 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

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