An experimental study of word learning in minimally verbal children and adolescents with autism spectrum disorder / Robert M. JOSEPH in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : An experimental study of word learning in minimally verbal children and adolescents with autism spectrum disorder Type de document : texte imprimé Auteurs : Robert M. JOSEPH, Auteur ; Daniela PLESA-SKWERER, Auteur ; Brady EGGLESTON, Auteur ; Steven R. MEYER, Auteur ; Helen TAGER-FLUSBERG, Auteur Index. décimale : PER Périodiques Résumé : Background and aimsWhen children hear a novel word, they tend to associate it with a novel rather than a familiar object. The ability to map a novel word to its corresponding referent is thought to depend, at least in part, on language-learning strategies, such as mutual exclusivity and lexical contrast. Although the importance of word learning strategies has been broadly investigated in typically developing children as well as younger children with autism spectrum disorder, who are usually language delayed, there is a paucity of research on such strategies and their role in language learning in school-age children and adolescents with autism spectrum disorder who have failed to develop fluent speech. In this study, we examined the ability of minimally verbal children and adolescents with autism spectrum disorder to learn and retain novel words in an experimental task, as well as the cognitive, language, and social correlates of these abilities. We were primarily interested in the characteristics that differentiated between three subgroups of participants: those unable to use word learning strategies, particularly mutual exclusivity, to learn novel words; those able to learn novel words over several exposure trials but not able retain them; and those able to retain the words they learned.MethodsParticipants were 29 minimally verbal individuals with autism spectrum disorder from 5 to 17 years of age. Participants completed a computerized touchscreen novel-word-learning procedure followed by assessments of immediate retention and of delayed retention, two hours later. Participants were grouped according to whether they passed/failed at least 7 of 8 (binomial p < .035) novel word learning trials and 7 of 8 immediate or delayed retention trials, and were compared on measures of nonverbal IQ, receptive and expressive vocabulary, phonological processing, joint attention and symptom severity.ResultsOf 29 participants, 14 failed both learning and immediate retention, 8 passed learning but failed immediate retention, and 7 passed both learning and immediate retention. Group performance was highly similar for delayed retention. Language level, particularly expressive vocabulary, differentiated between participants who did and did not succeed in retention, even while controlling for differences in nonverbal IQ.ConclusionsThe ability of minimally verbal school-age children and adolescents with autism spectrum disorder to identify the referents of novel words was associated with nonverbal cognitive abilities. Retention of words was associated with concurrent expressive language abilities.ImplicationsOur findings of associations between the retention of novel words acquired in a lab-based experimental task and concurrent language ability warrants further investigation with larger samples and longitudinal research designs, which may support the incorporation of contrastive word learning strategies into language learning interventions for severely language-impaired individuals with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519834717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] An experimental study of word learning in minimally verbal children and adolescents with autism spectrum disorder [texte imprimé] / Robert M. JOSEPH, Auteur ; Daniela PLESA-SKWERER, Auteur ; Brady EGGLESTON, Auteur ; Steven R. MEYER, Auteur ; Helen TAGER-FLUSBERG, Auteur. in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : Background and aimsWhen children hear a novel word, they tend to associate it with a novel rather than a familiar object. The ability to map a novel word to its corresponding referent is thought to depend, at least in part, on language-learning strategies, such as mutual exclusivity and lexical contrast. Although the importance of word learning strategies has been broadly investigated in typically developing children as well as younger children with autism spectrum disorder, who are usually language delayed, there is a paucity of research on such strategies and their role in language learning in school-age children and adolescents with autism spectrum disorder who have failed to develop fluent speech. In this study, we examined the ability of minimally verbal children and adolescents with autism spectrum disorder to learn and retain novel words in an experimental task, as well as the cognitive, language, and social correlates of these abilities. We were primarily interested in the characteristics that differentiated between three subgroups of participants: those unable to use word learning strategies, particularly mutual exclusivity, to learn novel words; those able to learn novel words over several exposure trials but not able retain them; and those able to retain the words they learned.MethodsParticipants were 29 minimally verbal individuals with autism spectrum disorder from 5 to 17 years of age. Participants completed a computerized touchscreen novel-word-learning procedure followed by assessments of immediate retention and of delayed retention, two hours later. Participants were grouped according to whether they passed/failed at least 7 of 8 (binomial p < .035) novel word learning trials and 7 of 8 immediate or delayed retention trials, and were compared on measures of nonverbal IQ, receptive and expressive vocabulary, phonological processing, joint attention and symptom severity.ResultsOf 29 participants, 14 failed both learning and immediate retention, 8 passed learning but failed immediate retention, and 7 passed both learning and immediate retention. Group performance was highly similar for delayed retention. Language level, particularly expressive vocabulary, differentiated between participants who did and did not succeed in retention, even while controlling for differences in nonverbal IQ.ConclusionsThe ability of minimally verbal school-age children and adolescents with autism spectrum disorder to identify the referents of novel words was associated with nonverbal cognitive abilities. Retention of words was associated with concurrent expressive language abilities.ImplicationsOur findings of associations between the retention of novel words acquired in a lab-based experimental task and concurrent language ability warrants further investigation with larger samples and longitudinal research designs, which may support the incorporation of contrastive word learning strategies into language learning interventions for severely language-impaired individuals with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519834717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders / Daniela PLESA-SKWERER in Autism, 20-5 (July 2016)  

Public ISBD [article]  inAutism > 20-5 (July 2016) . - p.591-604 Titre : Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders Type de document : texte imprimé Auteurs : Daniela PLESA-SKWERER, Auteur ; Samantha E JORDAN, Auteur ; Brianna BRUKILACCHIO, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.591-604 Langues : Anglais (eng) Mots-clés : eye-tracking  minimally verbal  receptive language  standardized assessments Index. décimale : PER Périodiques Résumé : This research addresses the challenges of assessing receptive language abilities in minimally verbal children with autism spectrum disorder by comparing several adapted measurement tools: a standardized direct assessment of receptive vocabulary (i.e. Peabody Picture Vocabulary Test-4); caregiver report measures including scores on the Vineland-II Communication domain and a vocabulary questionnaire consisting of a list of words ranging from simple, developmentally early, to more advanced words expected to be understood by at least some older children and adolescents; an eye-tracking test of word comprehension, using a word–image pair matching paradigm similar to that often used in studies of infant language acquisition; and a computerized assessment using a touch screen for directly measuring word comprehension with the same stimuli used in the eye-tracking experiment. Results of this multiple-method approach revealed significant heterogeneity in receptive language abilities across participants and across assessment methods. Our findings underscore the need to find individualized approaches for capturing the potential for language comprehension of minimally verbal children with autism spectrum disorder who remain otherwise untestable, using several types of assessment that may include methods based on eye-tracking or touch-screen responding. En ligne : http://dx.doi.org/10.1177/1362361315600146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders [texte imprimé] / Daniela PLESA-SKWERER, Auteur ; Samantha E JORDAN, Auteur ; Brianna BRUKILACCHIO, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.591-604. Langues : Anglais (eng) in Autism > 20-5 (July 2016) . - p.591-604 Mots-clés : eye-tracking  minimally verbal  receptive language  standardized assessments Index. décimale : PER Périodiques Résumé : This research addresses the challenges of assessing receptive language abilities in minimally verbal children with autism spectrum disorder by comparing several adapted measurement tools: a standardized direct assessment of receptive vocabulary (i.e. Peabody Picture Vocabulary Test-4); caregiver report measures including scores on the Vineland-II Communication domain and a vocabulary questionnaire consisting of a list of words ranging from simple, developmentally early, to more advanced words expected to be understood by at least some older children and adolescents; an eye-tracking test of word comprehension, using a word–image pair matching paradigm similar to that often used in studies of infant language acquisition; and a computerized assessment using a touch screen for directly measuring word comprehension with the same stimuli used in the eye-tracking experiment. Results of this multiple-method approach revealed significant heterogeneity in receptive language abilities across participants and across assessment methods. Our findings underscore the need to find individualized approaches for capturing the potential for language comprehension of minimally verbal children with autism spectrum disorder who remain otherwise untestable, using several types of assessment that may include methods based on eye-tracking or touch-screen responding. En ligne : http://dx.doi.org/10.1177/1362361315600146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Comparing the Pragmatic Speech Profiles of Minimally Verbal and Verbally Fluent Individuals with Autism Spectrum Disorder / Chelsea LA VALLE in Journal of Autism and Developmental Disorders, 50-10 (October 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3699-3713 Titre : Comparing the Pragmatic Speech Profiles of Minimally Verbal and Verbally Fluent Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Chelsea LA VALLE, Auteur ; Daniela PLESA-SKWERER, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.3699-3713 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Minimally verbal  Natural language sampling  Pragmatic speech  Social development  declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : Although pragmatic speech impairments have been found across the autism spectrum, how these manifest in minimally verbal (MV) individuals with autism spectrum disorder (ASD) has not been studied. We compared the pragmatic speech profiles of MV (n = 50) and verbally fluent (VF) individuals with ASD (n = 50; 6-21 years-old) based on natural language sampling during the Autism Diagnostic Observation Schedule-2. MV individuals with ASD primarily used their speech to agree/acknowledge/disagree, respond to a question, and request. In contrast, the primary pragmatic function used by VF individuals was commenting. Out of the total non-echolalic speech, groups did not differ proportionally in labeling and response to questions. Findings highlight the importance of investigating multiple aspects of pragmatic communication across different conversational partners and contexts. En ligne : http://dx.doi.org/10.1007/s10803-020-04421-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Comparing the Pragmatic Speech Profiles of Minimally Verbal and Verbally Fluent Individuals with Autism Spectrum Disorder [texte imprimé] / Chelsea LA VALLE, Auteur ; Daniela PLESA-SKWERER, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.3699-3713. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3699-3713 Mots-clés : Autism spectrum disorder  Minimally verbal  Natural language sampling  Pragmatic speech  Social development  declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : Although pragmatic speech impairments have been found across the autism spectrum, how these manifest in minimally verbal (MV) individuals with autism spectrum disorder (ASD) has not been studied. We compared the pragmatic speech profiles of MV (n = 50) and verbally fluent (VF) individuals with ASD (n = 50; 6-21 years-old) based on natural language sampling during the Autism Diagnostic Observation Schedule-2. MV individuals with ASD primarily used their speech to agree/acknowledge/disagree, respond to a question, and request. In contrast, the primary pragmatic function used by VF individuals was commenting. Out of the total non-echolalic speech, groups did not differ proportionally in labeling and response to questions. Findings highlight the importance of investigating multiple aspects of pragmatic communication across different conversational partners and contexts. En ligne : http://dx.doi.org/10.1007/s10803-020-04421-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

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 ; Daniela PLESA-SKWERER, Auteur ; Brady EGGLESTON, Auteur ; Steven R. 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 ; Daniela PLESA-SKWERER, Auteur ; Brady EGGLESTON, Auteur ; Steven R. 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

Conducting research with minimally verbal participants with autism spectrum disorder / Helen TAGER-FLUSBERG in Autism, 21-7 (October 2017)  

Public ISBD [article]  inAutism > 21-7 (October 2017) . - p.852-861 Titre : Conducting research with minimally verbal participants with autism spectrum disorder Type de document : texte imprimé Auteurs : Helen TAGER-FLUSBERG, Auteur ; Daniela PLESA-SKWERER, Auteur ; Robert M. JOSEPH, Auteur ; Brianna BRUKILACCHIO, Auteur ; Jessica DECKER, Auteur ; Brady EGGLESTON, Auteur ; Steven R. MEYER, Auteur ; Anne YODER, Auteur Article en page(s) : p.852-861 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A growing number of research groups are now including older minimally verbal individuals with autism spectrum disorder in their studies to encompass the full range of heterogeneity in the population. There are numerous barriers that prevent researchers from collecting high-quality data from these individuals, in part because of the challenging behaviors with which they present alongside their very limited means for communication. In this article, we summarize the practices that we have developed, based on applied behavioral analysis techniques, and have used in our ongoing research on behavioral, eye-tracking, and electrophysiological studies of minimally verbal children and adolescents with autism spectrum disorder. Our goal is to provide the field with useful guidelines that will promote the inclusion of the entire spectrum of individuals with autism spectrum disorder in future research investigations. En ligne : https://doi.org/10.1177/1362361316654605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319 [article] Conducting research with minimally verbal participants with autism spectrum disorder [texte imprimé] / Helen TAGER-FLUSBERG, Auteur ; Daniela PLESA-SKWERER, Auteur ; Robert M. JOSEPH, Auteur ; Brianna BRUKILACCHIO, Auteur ; Jessica DECKER, Auteur ; Brady EGGLESTON, Auteur ; Steven R. MEYER, Auteur ; Anne YODER, Auteur . - p.852-861. Langues : Anglais (eng) in Autism > 21-7 (October 2017) . - p.852-861 Index. décimale : PER Périodiques Résumé : A growing number of research groups are now including older minimally verbal individuals with autism spectrum disorder in their studies to encompass the full range of heterogeneity in the population. There are numerous barriers that prevent researchers from collecting high-quality data from these individuals, in part because of the challenging behaviors with which they present alongside their very limited means for communication. In this article, we summarize the practices that we have developed, based on applied behavioral analysis techniques, and have used in our ongoing research on behavioral, eye-tracking, and electrophysiological studies of minimally verbal children and adolescents with autism spectrum disorder. Our goal is to provide the field with useful guidelines that will promote the inclusion of the entire spectrum of individuals with autism spectrum disorder in future research investigations. En ligne : https://doi.org/10.1177/1362361316654605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319

Do minimally verbal and verbally fluent individuals with autism spectrum disorder differ in their viewing patterns of dynamic social scenes? / Daniela PLESA-SKWERER in Autism, 23-8 (November 2019)  

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How effective is LENA in detecting speech vocalizations and language produced by children and adolescents with ASD in different contexts? / Rebecca M. JONES in Autism Research, 12-4 (April 2019)  

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A multimeasure approach to investigating affective appraisal of social information in Williams syndrome / Daniela PLESA-SKWERER in Journal of Neurodevelopmental Disorders, 3-4 (December 2011)  

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