Factors associated with receptive and expressive language in autistic children and siblings: A systematic review / Marjolein MUÈS in Autism & Developmental Language Impairments, 9 (January-December 2024)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 9 (January-December 2024) Titre : Factors associated with receptive and expressive language in autistic children and siblings: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Marjolein MUÈS, Auteur ; Sarah SCHAUBROECK, Auteur ; Ellen DEMURIE, Auteur ; Herbert ROEYERS, Auteur Langues : Anglais (eng) Mots-clés : Autism  young children  siblings  receptive language  expressive language  systematic review Index. décimale : PER Périodiques Résumé : Background & aims Language abilities of autistic children and children at elevated likelihood for autism (EL-siblings) are highly heterogeneous, and many of them develop language deficits. It is as of yet unclear why language abilities of autistic children and EL-siblings vary, although an interaction of multiple influential factors is likely at play. In this review, we describe research articles that identify one or multiple of such factors associated with the receptive or expressive language abilities of autistic children and EL-siblings since the introduction of the DSM-5. Our aim was to identify and summarize factors that are linked to language development in autistic children and siblings in the recent literature to ultimately gain insight into the heterogeneity of language abilities in these children. Methods The search strategy of this review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The following databases were consulted: Embase, MEDLINE, Web of Science Core Collection, and Scopus. Inclusion criteria for studies were the presence of a sample of autistic children no older than 7 years old who were diagnosed with autism spectrum disorder per the criteria of the DSM-5. Intervention studies and studies without an explicitly reported language measure were excluded. Risk of bias assessment was completed using the Newcastle-Ottawa Scales. Ultimately, 55 articles were included in this review. Main contribution Fifty-six factors were identified to be related to receptive or expressive language abilities of autistic children and EL-siblings. They were grouped into three main categories: biological factors; psychosocial and environmental factors; and age-related and developmental factors, each with different subcategories. Although many of the identified variables were only examined in one article, some well-researched associated factors were reported across multiple studies and were present in both autistic children and EL-siblings, in particular joint attention, nonverbal cognitive abilities and frontal EEG power. Better insight in these factors associated with language abilities in autistic children and siblings at elevated likelihood can inform future intervention strategies to reduce language deficits and its corresponding negative consequences in these children. Conclusions Our results confirm that multiple different factors likely underlie language deficits in autism. Important aspects that should be considered are, among others, social factors such as joint attention, child characteristics such as nonverbal cognition, and neurocognitive factors. En ligne : https://dx.doi.org/10.1177/23969415241253554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] Factors associated with receptive and expressive language in autistic children and siblings: A systematic review [Texte imprimé et/ou numérique] / Marjolein MUÈS, Auteur ; Sarah SCHAUBROECK, Auteur ; Ellen DEMURIE, Auteur ; Herbert ROEYERS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 9 (January-December 2024) Mots-clés : Autism  young children  siblings  receptive language  expressive language  systematic review Index. décimale : PER Périodiques Résumé : Background & aims Language abilities of autistic children and children at elevated likelihood for autism (EL-siblings) are highly heterogeneous, and many of them develop language deficits. It is as of yet unclear why language abilities of autistic children and EL-siblings vary, although an interaction of multiple influential factors is likely at play. In this review, we describe research articles that identify one or multiple of such factors associated with the receptive or expressive language abilities of autistic children and EL-siblings since the introduction of the DSM-5. Our aim was to identify and summarize factors that are linked to language development in autistic children and siblings in the recent literature to ultimately gain insight into the heterogeneity of language abilities in these children. Methods The search strategy of this review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The following databases were consulted: Embase, MEDLINE, Web of Science Core Collection, and Scopus. Inclusion criteria for studies were the presence of a sample of autistic children no older than 7 years old who were diagnosed with autism spectrum disorder per the criteria of the DSM-5. Intervention studies and studies without an explicitly reported language measure were excluded. Risk of bias assessment was completed using the Newcastle-Ottawa Scales. Ultimately, 55 articles were included in this review. Main contribution Fifty-six factors were identified to be related to receptive or expressive language abilities of autistic children and EL-siblings. They were grouped into three main categories: biological factors; psychosocial and environmental factors; and age-related and developmental factors, each with different subcategories. Although many of the identified variables were only examined in one article, some well-researched associated factors were reported across multiple studies and were present in both autistic children and EL-siblings, in particular joint attention, nonverbal cognitive abilities and frontal EEG power. Better insight in these factors associated with language abilities in autistic children and siblings at elevated likelihood can inform future intervention strategies to reduce language deficits and its corresponding negative consequences in these children. Conclusions Our results confirm that multiple different factors likely underlie language deficits in autism. Important aspects that should be considered are, among others, social factors such as joint attention, child characteristics such as nonverbal cognition, and neurocognitive factors. En ligne : https://dx.doi.org/10.1177/23969415241253554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

Play in Relation to Autism Traits in Young Children at Elevated Likelihood for Autism Spectrum Disorder / Floor MOERMAN in Journal of Autism and Developmental Disorders, 53-4 (April 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1413-1430 Titre : Play in Relation to Autism Traits in Young Children at Elevated Likelihood for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Floor MOERMAN, Auteur ; Petra WARREYN, Auteur ; Ellen DEMURIE, Auteur ; Sofie BOTERBERG, Auteur ; Julie VERMEIRSCH, Auteur ; Chloè BONTINCK, Auteur ; Eva BRUYNEEL, Auteur ; Marjolein MUÈS, Auteur ; Liedewij VERHAEGHE, Auteur ; Herbert ROEYERS, Auteur ; Team BABY STUDY, Auteur Article en page(s) : p.1413-1430 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Play of younger siblings of children with autism spectrum disorder (ASD) (siblings; n=44), very preterm children (preterms; n=44), and children at typical likelihood for ASD (n=36) was observed at 24 months. Children with ASD and atypical development engaged less in spontaneous (pre-)symbolic play than typically developing children. Total duration of spontaneous and elicited (pre-)symbolic play was associated with later ASD traits in siblings. However, no association between most play variables and ASD traits was found in preterms. This suggests possible different ASD-trajectories between siblings and preterms. Thus, spontaneous (pre-)symbolic play may be indicative of developmental challenges across several populations, and results highlight the need to move beyond studying only siblings in order to broaden our understanding of ASD. En ligne : https://doi.org/10.1007/s10803-021-05326-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Play in Relation to Autism Traits in Young Children at Elevated Likelihood for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Floor MOERMAN, Auteur ; Petra WARREYN, Auteur ; Ellen DEMURIE, Auteur ; Sofie BOTERBERG, Auteur ; Julie VERMEIRSCH, Auteur ; Chloè BONTINCK, Auteur ; Eva BRUYNEEL, Auteur ; Marjolein MUÈS, Auteur ; Liedewij VERHAEGHE, Auteur ; Herbert ROEYERS, Auteur ; Team BABY STUDY, Auteur . - p.1413-1430. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1413-1430 Index. décimale : PER Périodiques Résumé : Play of younger siblings of children with autism spectrum disorder (ASD) (siblings; n=44), very preterm children (preterms; n=44), and children at typical likelihood for ASD (n=36) was observed at 24 months. Children with ASD and atypical development engaged less in spontaneous (pre-)symbolic play than typically developing children. Total duration of spontaneous and elicited (pre-)symbolic play was associated with later ASD traits in siblings. However, no association between most play variables and ASD traits was found in preterms. This suggests possible different ASD-trajectories between siblings and preterms. Thus, spontaneous (pre-)symbolic play may be indicative of developmental challenges across several populations, and results highlight the need to move beyond studying only siblings in order to broaden our understanding of ASD. En ligne : https://doi.org/10.1007/s10803-021-05326-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders / Elke BATEN in Journal of Autism and Developmental Disorders, 53-4 (April 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1642-1672 Titre : The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elke BATEN, Auteur ; Fieke VLAEMINCK, Auteur ; Marjolein MUÈS, Auteur ; Martin VALCKE, Auteur ; Annemie DESOETE, Auteur ; Petra WARREYN, Auteur Article en page(s) : p.1642-1672 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599-629, 2007), the current study investigated which factors helped predicting children?s home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n=779) and without (TD; n=1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches. En ligne : https://doi.org/10.1007/s10803-021-05383-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders [Texte imprimé et/ou numérique] / Elke BATEN, Auteur ; Fieke VLAEMINCK, Auteur ; Marjolein MUÈS, Auteur ; Martin VALCKE, Auteur ; Annemie DESOETE, Auteur ; Petra WARREYN, Auteur . - p.1642-1672. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1642-1672 Index. décimale : PER Périodiques Résumé : Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599-629, 2007), the current study investigated which factors helped predicting children?s home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n=779) and without (TD; n=1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches. En ligne : https://doi.org/10.1007/s10803-021-05383-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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