Characterizing the early vocabulary profiles of preverbal and minimally verbal children with autism spectrum disorder / Eileen HAEBIG in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.958-970 Titre : Characterizing the early vocabulary profiles of preverbal and minimally verbal children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Eileen HAEBIG, Auteur ; Eva JIMENEZ, Auteur ; Christopher R. COX, Auteur ; Thomas T. HILLS, Auteur Article en page(s) : p.958-970 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  minimally verbal  preverbal  vocabulary Index. décimale : PER Périodiques Résumé : Although preverbal and minimally verbal children with autism spectrum disorder represent a significant portion of the autism spectrum disorder population, we have a limited understanding of and characterization of them. Although it is a given that their lexical profiles contain fewer words, it is important to determine whether (a) the words preverbal and minimally verbal children with autism spectrum disorder produce are similar to the first words typically developing children produce or (b) there are unique features of the limited words that preverbal and minimally verbal children with autism spectrum disorder produce. The current study compared the early word profiles of preverbal and minimally verbal children with autism spectrum disorder to vocabulary-matched typically developing toddlers. Children with autism spectrum disorder produced proportionally more verbs than typically developing toddlers. Also, children with autism spectrum disorder produced proportionally more action and food words, while typically developing toddlers produced proportionally more animal words, animal sounds and sound effects, and people words. Children with autism spectrum disorder also produced "mommy" and "daddy" at lower rates. Our findings identified several areas of overlap in early word learning; however, our findings also point to differences that may be connected to core weaknesses in social communication (i.e. people words). The findings highlight words and categories that could serve as useful targets for communication intervention with preverbal and minimally verbal children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320973799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Characterizing the early vocabulary profiles of preverbal and minimally verbal children with autism spectrum disorder [Texte imprimé et/ou numérique] / Eileen HAEBIG, Auteur ; Eva JIMENEZ, Auteur ; Christopher R. COX, Auteur ; Thomas T. HILLS, Auteur . - p.958-970. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.958-970 Mots-clés : autism spectrum disorders  minimally verbal  preverbal  vocabulary Index. décimale : PER Périodiques Résumé : Although preverbal and minimally verbal children with autism spectrum disorder represent a significant portion of the autism spectrum disorder population, we have a limited understanding of and characterization of them. Although it is a given that their lexical profiles contain fewer words, it is important to determine whether (a) the words preverbal and minimally verbal children with autism spectrum disorder produce are similar to the first words typically developing children produce or (b) there are unique features of the limited words that preverbal and minimally verbal children with autism spectrum disorder produce. The current study compared the early word profiles of preverbal and minimally verbal children with autism spectrum disorder to vocabulary-matched typically developing toddlers. Children with autism spectrum disorder produced proportionally more verbs than typically developing toddlers. Also, children with autism spectrum disorder produced proportionally more action and food words, while typically developing toddlers produced proportionally more animal words, animal sounds and sound effects, and people words. Children with autism spectrum disorder also produced "mommy" and "daddy" at lower rates. Our findings identified several areas of overlap in early word learning; however, our findings also point to differences that may be connected to core weaknesses in social communication (i.e. people words). The findings highlight words and categories that could serve as useful targets for communication intervention with preverbal and minimally verbal children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320973799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Network Analysis of Autistic Language Learners Along the Small World Spectrum / Eileen HAEBIG in Autism Research, 18-8 (August 2025)  

Public ISBD [article]  inAutism Research > 18-8 (August 2025) . - p.1580-1594 Titre : Network Analysis of Autistic Language Learners Along the Small World Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Eileen HAEBIG, Auteur ; Stanley WEST, Auteur ; Eva JIMENEZ, Auteur ; Thomas T. HILLS, Auteur ; Christopher R. COX, Auteur Article en page(s) : p.1580-1594 Langues : Anglais (eng) Mots-clés : autism  children  semantic network modeling  semantic structure  word learning Index. décimale : PER Périodiques Résumé : ABSTRACT Recent network analyses of vocabulary growth revealed important relationships between the structure of the semantic environment and early vocabulary acquisition in non-autistic children. However, autistic children may be less likely to encode associated features of novel objects, suggesting divergent processes for acquiring semantic information about words. We examined the expressive vocabularies of 815 non-autistic and 163 autistic children (words produced: MAutistic?=?183.06, MNon-autistic?=?182.91). We estimated their trajectories of semantic development using network analyses. Network structure was based on child-oriented word associations. We analyzed networks according to indegree, average shortest path length, clustering coefficient, and small-world propensity (features holistically contributing to ?small-world? network structure). Analyses revealed that autistic and non-autistic children are sensitive to the structure of their semantic environment. However, group differences were observed, with an early peak in the autistic group's clustering coefficient (how closely connected groups of words are), followed by a sharp decline. Moreover, across each network metric, we found that autistic children had reduced small-world structure relative to non-autistic toddlers. Thus, group differences indicate that, although autistic children are learning from their semantic environment, they may be processing their semantic environment differently, the language input to which they are exposed differs relative to non-autistic children, or a combination of the two. En ligne : https://doi.org/10.1002/aur.70065 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Network Analysis of Autistic Language Learners Along the Small World Spectrum [Texte imprimé et/ou numérique] / Eileen HAEBIG, Auteur ; Stanley WEST, Auteur ; Eva JIMENEZ, Auteur ; Thomas T. HILLS, Auteur ; Christopher R. COX, Auteur . - p.1580-1594. Langues : Anglais (eng) in Autism Research > 18-8 (August 2025) . - p.1580-1594 Mots-clés : autism  children  semantic network modeling  semantic structure  word learning Index. décimale : PER Périodiques Résumé : ABSTRACT Recent network analyses of vocabulary growth revealed important relationships between the structure of the semantic environment and early vocabulary acquisition in non-autistic children. However, autistic children may be less likely to encode associated features of novel objects, suggesting divergent processes for acquiring semantic information about words. We examined the expressive vocabularies of 815 non-autistic and 163 autistic children (words produced: MAutistic?=?183.06, MNon-autistic?=?182.91). We estimated their trajectories of semantic development using network analyses. Network structure was based on child-oriented word associations. We analyzed networks according to indegree, average shortest path length, clustering coefficient, and small-world propensity (features holistically contributing to ?small-world? network structure). Analyses revealed that autistic and non-autistic children are sensitive to the structure of their semantic environment. However, group differences were observed, with an early peak in the autistic group's clustering coefficient (how closely connected groups of words are), followed by a sharp decline. Moreover, across each network metric, we found that autistic children had reduced small-world structure relative to non-autistic toddlers. Thus, group differences indicate that, although autistic children are learning from their semantic environment, they may be processing their semantic environment differently, the language input to which they are exposed differs relative to non-autistic children, or a combination of the two. En ligne : https://doi.org/10.1002/aur.70065 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

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