Commentary: Measuring Language Change Through Natural Language Samples / Mihaela D. BAROKOVA 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.2287-2306 Titre : Commentary: Measuring Language Change Through Natural Language Samples Type de document : Texte imprimé et/ou numérique Auteurs : Mihaela D. BAROKOVA, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.2287-2306 Langues : Anglais (eng) Mots-clés : Autism  Language  Natural language samples  Outcome measures Index. décimale : PER Périodiques Résumé : The role of language in autism spectrum disorder (ASD), more specifically, its function in social communication and strong predictive power on future outcomes, warrants language assessments that have good psychometric properties that capture the heterogeneity of language ability found among diagnosed individuals. Given the rapid growth in intervention and treatment research, there is an urgent need for the development and implementation of outcome measures that are easily obtained and sensitive to change. In this commentary, we argue for the use of natural language samples as measures of expressive language and communication for this purpose and review the literature on their implementation in ASD research. Conceptual and measurement issues are discussed and future developments are outlined. En ligne : http://dx.doi.org/10.1007/s10803-018-3628-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Commentary: Measuring Language Change Through Natural Language Samples [Texte imprimé et/ou numérique] / Mihaela D. BAROKOVA, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.2287-2306. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2287-2306 Mots-clés : Autism  Language  Natural language samples  Outcome measures Index. décimale : PER Périodiques Résumé : The role of language in autism spectrum disorder (ASD), more specifically, its function in social communication and strong predictive power on future outcomes, warrants language assessments that have good psychometric properties that capture the heterogeneity of language ability found among diagnosed individuals. Given the rapid growth in intervention and treatment research, there is an urgent need for the development and implementation of outcome measures that are easily obtained and sensitive to change. In this commentary, we argue for the use of natural language samples as measures of expressive language and communication for this purpose and review the literature on their implementation in ASD research. Conceptual and measurement issues are discussed and future developments are outlined. En ligne : http://dx.doi.org/10.1007/s10803-018-3628-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Eliciting Language Samples for Analysis (ELSA): A New Protocol for Assessing Expressive Language and Communication in Autism / Mihaela D. BAROKOVA in Autism Research, 14-1 (January 2021)  

Public ISBD [article]  inAutism Research > 14-1 (January 2021) . - p.112-126 Titre : Eliciting Language Samples for Analysis (ELSA): A New Protocol for Assessing Expressive Language and Communication in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Mihaela D. BAROKOVA, Auteur ; Chelsea LA VALLE, Auteur ; Sommer HASSAN, Auteur ; Collin LEE, Auteur ; Mengyuan XU, Auteur ; Riley MCKECHNIE, Auteur ; Emily JOHNSTON, Auteur ; Manon A. KROL, Auteur ; Jennifer LEANO, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.112-126 Langues : Anglais (eng) Mots-clés : Elsa  assessment  autism spectrum disorder  communication  language  measures  outcome Index. décimale : PER Périodiques Résumé : Expressive language and communication are among the key targets of interventions for individuals with autism spectrum disorder (ASD), and natural language samples provide an optimal approach for their assessment. Currently, there are no protocols for collecting such samples that cover a wide range of ages or language abilities, particularly for children/adolescents who have very limited spoken language. We introduce a new protocol for collecting language samples, eliciting language samples for analysis (ELSA), and a novel approach for deriving basic measures of verbal communicative competence from it that bypasses the need for time-consuming transcription. Study 1 presents ELSA-adolescents (ELSA-A), designed for minimally and low-verbal older children/adolescents with ASD. The protocol successfully engaged and elicited speech from 46 participants across a wide range of ages (6;6-19;7) with samples averaging 20-25?min. The collected samples were segmented into speaker utterances (examiner and participant) using real-time coding as one is listening to the audio recording and two measures were derived: frequency of utterances and conversational turns per minute. These measures were shown to be reliable and valid. For Study 2, ELSA was adapted for younger children (ELSA-Toddler [ELSA-T]) with samples averaging 29?min from 19 toddlers (2;8-4;10?years) with ASD. Again, measures of frequency of utterances and conversational turns derived from ELSA-T were shown to have strong psychometric properties. In Study 3, we found that ELSA-A and ELSA-T were equivalent in eliciting language from 17 children with ASD (ages: 4;0-6;8), demonstrating their suitability for deriving robust objective assessments of expressive language that could be used to track change in ability over time. We introduce a new protocol for collecting expressive language samples, ELSA, that can be used with a wide age range, from toddlers (ELSA-T) to older adolescents (ELSA-A) with ASD who have minimal or low-verbal abilities. The measures of language and communication derived from them, frequency of utterances, and conversational turns per minute, using real-time coding methods, can be used to characterize ability and chart change in intervention research. LAY SUMMARY: We introduce a new protocol for collecting expressive language samples, ELSA, that can be used with a wide age range, from toddlers (ELSA-T) to older adolescents (ELSA-A) with autism spectrum disorder who have minimal or low-verbal abilities. The measures of language and communication derived from them, frequency of utterances and conversational turns per minute, using real-time coding methods, can be used to characterize ability and chart change in intervention research. En ligne : http://dx.doi.org/10.1002/aur.2380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Eliciting Language Samples for Analysis (ELSA): A New Protocol for Assessing Expressive Language and Communication in Autism [Texte imprimé et/ou numérique] / Mihaela D. BAROKOVA, Auteur ; Chelsea LA VALLE, Auteur ; Sommer HASSAN, Auteur ; Collin LEE, Auteur ; Mengyuan XU, Auteur ; Riley MCKECHNIE, Auteur ; Emily JOHNSTON, Auteur ; Manon A. KROL, Auteur ; Jennifer LEANO, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.112-126. Langues : Anglais (eng) in Autism Research > 14-1 (January 2021) . - p.112-126 Mots-clés : Elsa  assessment  autism spectrum disorder  communication  language  measures  outcome Index. décimale : PER Périodiques Résumé : Expressive language and communication are among the key targets of interventions for individuals with autism spectrum disorder (ASD), and natural language samples provide an optimal approach for their assessment. Currently, there are no protocols for collecting such samples that cover a wide range of ages or language abilities, particularly for children/adolescents who have very limited spoken language. We introduce a new protocol for collecting language samples, eliciting language samples for analysis (ELSA), and a novel approach for deriving basic measures of verbal communicative competence from it that bypasses the need for time-consuming transcription. Study 1 presents ELSA-adolescents (ELSA-A), designed for minimally and low-verbal older children/adolescents with ASD. The protocol successfully engaged and elicited speech from 46 participants across a wide range of ages (6;6-19;7) with samples averaging 20-25?min. The collected samples were segmented into speaker utterances (examiner and participant) using real-time coding as one is listening to the audio recording and two measures were derived: frequency of utterances and conversational turns per minute. These measures were shown to be reliable and valid. For Study 2, ELSA was adapted for younger children (ELSA-Toddler [ELSA-T]) with samples averaging 29?min from 19 toddlers (2;8-4;10?years) with ASD. Again, measures of frequency of utterances and conversational turns derived from ELSA-T were shown to have strong psychometric properties. In Study 3, we found that ELSA-A and ELSA-T were equivalent in eliciting language from 17 children with ASD (ages: 4;0-6;8), demonstrating their suitability for deriving robust objective assessments of expressive language that could be used to track change in ability over time. We introduce a new protocol for collecting expressive language samples, ELSA, that can be used with a wide age range, from toddlers (ELSA-T) to older adolescents (ELSA-A) with ASD who have minimal or low-verbal abilities. The measures of language and communication derived from them, frequency of utterances, and conversational turns per minute, using real-time coding methods, can be used to characterize ability and chart change in intervention research. LAY SUMMARY: We introduce a new protocol for collecting expressive language samples, ELSA, that can be used with a wide age range, from toddlers (ELSA-T) to older adolescents (ELSA-A) with autism spectrum disorder who have minimal or low-verbal abilities. The measures of language and communication derived from them, frequency of utterances and conversational turns per minute, using real-time coding methods, can be used to characterize ability and chart change in intervention research. En ligne : http://dx.doi.org/10.1002/aur.2380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Erratum to Eliciting Language Samples for Analysis (ELSA): A New Protocol for Assessing Expressive Language and Communication in Autism / Mihaela D. BAROKOVA in Autism Research, 14-7 (July 2021)  

Public ISBD [article]  inAutism Research > 14-7 (July 2021) . - p.1529 Titre : Erratum to Eliciting Language Samples for Analysis (ELSA): A New Protocol for Assessing Expressive Language and Communication in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Mihaela D. BAROKOVA, Auteur ; C. LA VALLE, Auteur ; S. HASSAN, Auteur ; C. LEE, Auteur ; M. XU, Auteur ; R. MCKECHNIE, Auteur ; E. JOHNSTON, Auteur ; M. A. KROL, Auteur ; J. LEANO, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.1529 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2544 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Erratum to Eliciting Language Samples for Analysis (ELSA): A New Protocol for Assessing Expressive Language and Communication in Autism [Texte imprimé et/ou numérique] / Mihaela D. BAROKOVA, Auteur ; C. LA VALLE, Auteur ; S. HASSAN, Auteur ; C. LEE, Auteur ; M. XU, Auteur ; R. MCKECHNIE, Auteur ; E. JOHNSTON, Auteur ; M. A. KROL, Auteur ; J. LEANO, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.1529. Langues : Anglais (eng) in Autism Research > 14-7 (July 2021) . - p.1529 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2544 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Person-reference in autism spectrum disorder: Developmental trends and the role of linguistic input / Mihaela D. BAROKOVA in Autism Research, 13-6 (June 2020)  

Public ISBD [article]  inAutism Research > 13-6 (June 2020) . - p.959-969 Titre : Person-reference in autism spectrum disorder: Developmental trends and the role of linguistic input Type de document : Texte imprimé et/ou numérique Auteurs : Mihaela D. BAROKOVA, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.959-969 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  linguistic input  natural language samples  person-reference  pronoun reversal Index. décimale : PER Périodiques Résumé : Past research has provided mixed evidence of the nature and difficulty with personal pronouns of children with autism spectrum disorder. No study to date has examined the nature of person-reference in autism, more broadly, by looking at referential language both in terms of who is being referred to (self vs. other) and how (words with shifting reference: personal pronouns, vs. fixed reference: names and nouns). Furthermore, the role of linguistic input specifically in the domain of referential language in autism has not been investigated before. We collected natural language samples from parent-child interactions from children with autism (N = 38; 7 female) at three time points (age 2, 3, and 4?years) and administered a battery of standardized assessments to evaluate their language ability. The samples were transcribed and coded for person-referential language. Children with autism used increasingly more pronouns both when referring to themselves and to their parent, but pronoun reversals were extremely rare. Their person-reference use was associated with language ability only at age 2. Parental input was also characterized by an increase in pronoun use but only when referring to their child. Parents' and children's person-reference were not associated across time, but they were concurrently related at age 3. Autism Res 2020, 13: 959-969. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this study, we found that as children with autism grew older, they used more and more personal pronouns to refer both to themselves and their parents. Furthermore, they very rarely reversed their pronouns (used I instead of you) with only 1 child out of 38 making a pronoun error. This lack of pronoun errors suggests that pronoun difficulty in autism might not occur for long periods of time throughout development and might not be as prevalent in autism as previously thought. En ligne : http://dx.doi.org/10.1002/aur.2243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 [article] Person-reference in autism spectrum disorder: Developmental trends and the role of linguistic input [Texte imprimé et/ou numérique] / Mihaela D. BAROKOVA, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.959-969. Langues : Anglais (eng) in Autism Research > 13-6 (June 2020) . - p.959-969 Mots-clés : autism spectrum disorder  linguistic input  natural language samples  person-reference  pronoun reversal Index. décimale : PER Périodiques Résumé : Past research has provided mixed evidence of the nature and difficulty with personal pronouns of children with autism spectrum disorder. No study to date has examined the nature of person-reference in autism, more broadly, by looking at referential language both in terms of who is being referred to (self vs. other) and how (words with shifting reference: personal pronouns, vs. fixed reference: names and nouns). Furthermore, the role of linguistic input specifically in the domain of referential language in autism has not been investigated before. We collected natural language samples from parent-child interactions from children with autism (N = 38; 7 female) at three time points (age 2, 3, and 4?years) and administered a battery of standardized assessments to evaluate their language ability. The samples were transcribed and coded for person-referential language. Children with autism used increasingly more pronouns both when referring to themselves and to their parent, but pronoun reversals were extremely rare. Their person-reference use was associated with language ability only at age 2. Parental input was also characterized by an increase in pronoun use but only when referring to their child. Parents' and children's person-reference were not associated across time, but they were concurrently related at age 3. Autism Res 2020, 13: 959-969. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this study, we found that as children with autism grew older, they used more and more personal pronouns to refer both to themselves and their parents. Furthermore, they very rarely reversed their pronouns (used I instead of you) with only 1 child out of 38 making a pronoun error. This lack of pronoun errors suggests that pronoun difficulty in autism might not occur for long periods of time throughout development and might not be as prevalent in autism as previously thought. En ligne : http://dx.doi.org/10.1002/aur.2243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427

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