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

Prevalence and functional impact of social (pragmatic) communication disorders / Jo SAUL in Journal of Child Psychology and Psychiatry, 64-3 (March 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-3 (March 2023) . - p.376-387 Titre : Prevalence and functional impact of social (pragmatic) communication disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jo SAUL, Auteur ; Sarah GRIFFITHS, Auteur ; Courtenay F. NORBURY, Auteur Article en page(s) : p.376-387 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background The aim of this study was to evaluate the Children's Communication Checklist-2 (CCC-2) for measuring social-pragmatic communication deficits and to ascertain their prevalence and functional impact in a community sample. Methods We used parent and teacher responses to the CCC-2 to approximate inclusion (poor social-pragmatic skills) and exclusion (poor structural language skills or autistic symptomatology) criteria for social (pragmatic) communication disorder (SPCD). We tested the prevalence of social-pragmatic deficits in a population-based sample of children (n=386) aged 5-6 years old using CCC-2 algorithms. We also investigated the academic and behavioural profiles of children with broadly defined limitations in social-pragmatic competence on the CCC-2. Results Regardless of the diagnostic algorithm used, the resulting prevalence rates for social-pragmatic deficits indicated that very few children had isolated social-communication difficulties (0-1.3%). However, a larger proportion of children (range: 6.1-10.5%) had social-pragmatic skills outside the expected range alongside structural language difficulties and/or autism spectrum symptoms, and this profile was associated with a range of adverse academic and behavioural outcomes. Conclusions A considerable proportion of children in the early years of primary school has social-pragmatic deficits that interfere with behaviour and scholastic activity; however, these rarely occur in isolation. Exclusionary criteria that include structural language may lead to underidentification of individuals with social-pragmatic deficits that may benefit from tailored support and intervention. En ligne : https://doi.org/10.1111/jcpp.13705 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Prevalence and functional impact of social (pragmatic) communication disorders [Texte imprimé et/ou numérique] / Jo SAUL, Auteur ; Sarah GRIFFITHS, Auteur ; Courtenay F. NORBURY, Auteur . - p.376-387. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-3 (March 2023) . - p.376-387 Index. décimale : PER Périodiques Résumé : Background The aim of this study was to evaluate the Children's Communication Checklist-2 (CCC-2) for measuring social-pragmatic communication deficits and to ascertain their prevalence and functional impact in a community sample. Methods We used parent and teacher responses to the CCC-2 to approximate inclusion (poor social-pragmatic skills) and exclusion (poor structural language skills or autistic symptomatology) criteria for social (pragmatic) communication disorder (SPCD). We tested the prevalence of social-pragmatic deficits in a population-based sample of children (n=386) aged 5-6 years old using CCC-2 algorithms. We also investigated the academic and behavioural profiles of children with broadly defined limitations in social-pragmatic competence on the CCC-2. Results Regardless of the diagnostic algorithm used, the resulting prevalence rates for social-pragmatic deficits indicated that very few children had isolated social-communication difficulties (0-1.3%). However, a larger proportion of children (range: 6.1-10.5%) had social-pragmatic skills outside the expected range alongside structural language difficulties and/or autism spectrum symptoms, and this profile was associated with a range of adverse academic and behavioural outcomes. Conclusions A considerable proportion of children in the early years of primary school has social-pragmatic deficits that interfere with behaviour and scholastic activity; however, these rarely occur in isolation. Exclusionary criteria that include structural language may lead to underidentification of individuals with social-pragmatic deficits that may benefit from tailored support and intervention. En ligne : https://doi.org/10.1111/jcpp.13705 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

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