Canonical babbling trajectories across the first year of life in autism and typical development / Gordon RAMSAY ; Edina R. BENE ; Pumpki Lei SU ; Hyunjoo YOO ; Cheryl KLAIMAN ; Stormi L. PULVER ; Shana RICHARDSON ; Moira L. PILEGGI ; Natalie BRANE ; D. Kimbrough OLLER in Autism, 28-12 (December 2024)  

Public ISBD [article]  inAutism > 28-12 (December 2024) . - p.3078-3091 Titre : Canonical babbling trajectories across the first year of life in autism and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Gordon RAMSAY, Auteur ; Edina R. BENE, Auteur ; Pumpki Lei SU, Auteur ; Hyunjoo YOO, Auteur ; Cheryl KLAIMAN, Auteur ; Stormi L. PULVER, Auteur ; Shana RICHARDSON, Auteur ; Moira L. PILEGGI, Auteur ; Natalie BRANE, Auteur ; D. Kimbrough OLLER, Auteur Article en page(s) : p.3078-3091 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  canonical babbling  communication and language  early detection  vocal development Index. décimale : PER Périodiques Résumé : This study explores vocal development as an early marker of autism, focusing on canonical babbling rate and onset, typically established by 7 months. Previous reports suggested delayed or reduced canonical babbling in infants later diagnosed with autism, but the story may be complicated. We present a prospective study on 44 infants later diagnosed with autism spectrum disorder compared with 127 infants later identified as typically developing who were followed longitudinally with day-long recordings from 0 to 13 months. Eight 5-min segments from each of their recordings were coded for canonical and noncanonical syllables. The results confirmed many reports that canonical babbling is a robust feature of human vocal development in the first year of life, with small overall mean differences in canonical babbling rates between the autism spectrum disorder and typically developing groups beginning around 9?months, primarily in males. Our findings highlight the importance of considering sex differences in vocal communication as part of the early detection and diagnosis of autism when determining the need for communication supports to maximize outcomes. Lay Abstract Our study examined how babies develop their ability to talk to help identify early signs of autism. We looked at babies' production of babbling with mature syllables across the first year of life. Babies usually start producing mature babbling at 7 months of age before they say their first words. Some studies have suggested that babies who are later diagnosed with autism produce this kind of babbling less frequently in their first year of life, but other studies have shown complicated outcomes. In this new study, we followed 44 autistic babies and compared them to 127 typically developing babies. We recorded the babies once every month, all day long, from the time that they were born until they were around 13?months old. Then, we studied their mature babbling from segments of these recordings. We found that the rate at which babies used mature babbling was lower in boys with autism, and higher in girls with autism, compared to babies without autism. This research helps us understand how babies with autism learn to talk. It also raises important questions about differences between boys and girls with autism. Our study can help us improve how scientists and clinicians can identify autism earlier, which could lead to better communication supports for autistic children and their families. En ligne : https://dx.doi.org/10.1177/13623613241253908 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Canonical babbling trajectories across the first year of life in autism and typical development [Texte imprimé et/ou numérique] / Gordon RAMSAY, Auteur ; Edina R. BENE, Auteur ; Pumpki Lei SU, Auteur ; Hyunjoo YOO, Auteur ; Cheryl KLAIMAN, Auteur ; Stormi L. PULVER, Auteur ; Shana RICHARDSON, Auteur ; Moira L. PILEGGI, Auteur ; Natalie BRANE, Auteur ; D. Kimbrough OLLER, Auteur . - p.3078-3091. Langues : Anglais (eng) in Autism > 28-12 (December 2024) . - p.3078-3091 Mots-clés : autism spectrum disorders  canonical babbling  communication and language  early detection  vocal development Index. décimale : PER Périodiques Résumé : This study explores vocal development as an early marker of autism, focusing on canonical babbling rate and onset, typically established by 7 months. Previous reports suggested delayed or reduced canonical babbling in infants later diagnosed with autism, but the story may be complicated. We present a prospective study on 44 infants later diagnosed with autism spectrum disorder compared with 127 infants later identified as typically developing who were followed longitudinally with day-long recordings from 0 to 13 months. Eight 5-min segments from each of their recordings were coded for canonical and noncanonical syllables. The results confirmed many reports that canonical babbling is a robust feature of human vocal development in the first year of life, with small overall mean differences in canonical babbling rates between the autism spectrum disorder and typically developing groups beginning around 9?months, primarily in males. Our findings highlight the importance of considering sex differences in vocal communication as part of the early detection and diagnosis of autism when determining the need for communication supports to maximize outcomes. Lay Abstract Our study examined how babies develop their ability to talk to help identify early signs of autism. We looked at babies' production of babbling with mature syllables across the first year of life. Babies usually start producing mature babbling at 7 months of age before they say their first words. Some studies have suggested that babies who are later diagnosed with autism produce this kind of babbling less frequently in their first year of life, but other studies have shown complicated outcomes. In this new study, we followed 44 autistic babies and compared them to 127 typically developing babies. We recorded the babies once every month, all day long, from the time that they were born until they were around 13?months old. Then, we studied their mature babbling from segments of these recordings. We found that the rate at which babies used mature babbling was lower in boys with autism, and higher in girls with autism, compared to babies without autism. This research helps us understand how babies with autism learn to talk. It also raises important questions about differences between boys and girls with autism. Our study can help us improve how scientists and clinicians can identify autism earlier, which could lead to better communication supports for autistic children and their families. En ligne : https://dx.doi.org/10.1177/13623613241253908 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Examining provider decisions around the delivery and adaptation of a parent-mediated intervention within an Early Intervention system / Katherine PICKARD in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2384-2396 Titre : Examining provider decisions around the delivery and adaptation of a parent-mediated intervention within an Early Intervention system Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; Nicole HENDRIX, Auteur ; Karen GUERRA, Auteur ; Natalie BRANE, Auteur ; Nailah ISLAM, Auteur Article en page(s) : p.2384-2396 Mots-clés : adaptation  autism spectrum disorders  Early Intervention system  fidelity  implementation  parent-mediated intervention Index. décimale : PER Périodiques Résumé : There is growing research aimed at translating parent-mediated interventions into Part C Early Intervention systems to examine the effectiveness and reach of these models. Although research to date suggests that Early Intervention providers deliver parent-mediated intervention near fidelity, current fidelity reporting practices make delivery difficult to discern. Understanding how parent-mediated interventions are delivered and adapted in a more nuanced manner, including fine-grained intervention delivery and adaptation processes, is important and may increase our understanding of how well these models are aligned within Early Intervention systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by Early Intervention providers and examined their intervention fidelity, the decisions they weighed when delivering Project ImPACT, and reported adaptations to Project ImPACT. Results from 24 providers demonstrated, on average, higher fidelity in response to consultative feedback but notable variability across providers. Preliminary qualitative data highlighted that many events arose within sessions that drove providers to augment their delivery of Project ImPACT. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems, and the impact of these decisions on fidelity metrics and service outcomes.Lay abstractParent-mediated interventions are an evidence-based practice for autism in which providers support caregivers in learning and applying strategies that support their child?s development. Research has begun to study whether parent-mediated interventions can be effectively delivered in Part C Early Intervention systems. This research has been promising; however, it has been difficult to determine how Early Intervention providers deliver and adapt parent-mediated interventions to meet the needs of the families they serve. Examining how parent-mediated interventions are delivered and adapted may help us understand whether parent-mediated interventions are a good fit in these systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by providers within an Early Intervention system. Results from 24 Early Intervention providers demonstrated that, on average, providers delivered Project ImPACT with higher quality during their time in training and consultation. However, there was also variability in how providers delivered Project ImPACT, with some delivering the program inconsistently, some increasing their quality throughout consultation, and others having consistently high-quality delivery. In addition, qualitative data demonstrated that a variety of events arose within Project ImPACT sessions that drove providers to adapt the program. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems. En ligne : http://dx.doi.org/10.1177/13623613231162149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Examining provider decisions around the delivery and adaptation of a parent-mediated intervention within an Early Intervention system [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; Nicole HENDRIX, Auteur ; Karen GUERRA, Auteur ; Natalie BRANE, Auteur ; Nailah ISLAM, Auteur . - p.2384-2396. in Autism > 27-8 (November 2023) . - p.2384-2396 Mots-clés : adaptation  autism spectrum disorders  Early Intervention system  fidelity  implementation  parent-mediated intervention Index. décimale : PER Périodiques Résumé : There is growing research aimed at translating parent-mediated interventions into Part C Early Intervention systems to examine the effectiveness and reach of these models. Although research to date suggests that Early Intervention providers deliver parent-mediated intervention near fidelity, current fidelity reporting practices make delivery difficult to discern. Understanding how parent-mediated interventions are delivered and adapted in a more nuanced manner, including fine-grained intervention delivery and adaptation processes, is important and may increase our understanding of how well these models are aligned within Early Intervention systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by Early Intervention providers and examined their intervention fidelity, the decisions they weighed when delivering Project ImPACT, and reported adaptations to Project ImPACT. Results from 24 providers demonstrated, on average, higher fidelity in response to consultative feedback but notable variability across providers. Preliminary qualitative data highlighted that many events arose within sessions that drove providers to augment their delivery of Project ImPACT. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems, and the impact of these decisions on fidelity metrics and service outcomes.Lay abstractParent-mediated interventions are an evidence-based practice for autism in which providers support caregivers in learning and applying strategies that support their child?s development. Research has begun to study whether parent-mediated interventions can be effectively delivered in Part C Early Intervention systems. This research has been promising; however, it has been difficult to determine how Early Intervention providers deliver and adapt parent-mediated interventions to meet the needs of the families they serve. Examining how parent-mediated interventions are delivered and adapted may help us understand whether parent-mediated interventions are a good fit in these systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by providers within an Early Intervention system. Results from 24 Early Intervention providers demonstrated that, on average, providers delivered Project ImPACT with higher quality during their time in training and consultation. However, there was also variability in how providers delivered Project ImPACT, with some delivering the program inconsistently, some increasing their quality throughout consultation, and others having consistently high-quality delivery. In addition, qualitative data demonstrated that a variety of events arose within Project ImPACT sessions that drove providers to adapt the program. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems. En ligne : http://dx.doi.org/10.1177/13623613231162149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Foundations of Vocal Category Development in Autistic Infants / Pumpki Lei SU in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.862-872 Titre : Foundations of Vocal Category Development in Autistic Infants Type de document : Texte imprimé et/ou numérique Auteurs : Pumpki Lei SU, Auteur ; Hyunjoo YOO, Auteur ; Gordon RAMSAY, Auteur ; Helen L. LONG, Auteur ; Edina R. BENE, Auteur ; Cheryl KLAIMAN, Auteur ; Stormi L. PULVER, Auteur ; Shana RICHARDSON, Auteur ; Moira L. PILEGGI, Auteur ; Natalie BRANE, Auteur ; D. Kimbrough OLLER, Auteur Article en page(s) : p.862-872 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study compared the infant?s tendency in the first year of life to produce clusters of particular vocal types (squeals, vocants, and growls) in typically developing (TD) and autistic infants. Vocal clustering provides evidence of vocal category formation and may establish a foundation for speech development. Specifically, we compared the extent of vocal clustering across outcome groups and age groups. We also examined the associations between the extent of vocal clustering and later outcomes at 2 years within the autistic group. Randomly selected 5-min segments (27,153 5-min segments total) from 1293 all-day home recordings from 103 TD infants and 44 autistic infants across the first year were humancoded (about 9.75 h of data coded per infant on average) to derive vocal clustering patterns. Fisher?s exact tests were used to compare the occurrence of squeals versus vocants, as well as growls versus vocants, across coded segments. Infants in both groups demonstrated clear clustering patterns of squeals and growls across all age groups. The extent of vocal clustering in the autistic group did not correlate significantly with later language, repetitive behavior, or autism severity outcomes. These findings highlight the robustness of the systematic production of vocal categories across the first year of life. The similarity of the clustering patterns in the TD and autistic groups suggests that vocal category formation through active infant vocal exploration is a robust feature of early speech development. En ligne : https://doi.org/10.1007/s10803-024-06267-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Foundations of Vocal Category Development in Autistic Infants [Texte imprimé et/ou numérique] / Pumpki Lei SU, Auteur ; Hyunjoo YOO, Auteur ; Gordon RAMSAY, Auteur ; Helen L. LONG, Auteur ; Edina R. BENE, Auteur ; Cheryl KLAIMAN, Auteur ; Stormi L. PULVER, Auteur ; Shana RICHARDSON, Auteur ; Moira L. PILEGGI, Auteur ; Natalie BRANE, Auteur ; D. Kimbrough OLLER, Auteur . - p.862-872. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.862-872 Index. décimale : PER Périodiques Résumé : The present study compared the infant?s tendency in the first year of life to produce clusters of particular vocal types (squeals, vocants, and growls) in typically developing (TD) and autistic infants. Vocal clustering provides evidence of vocal category formation and may establish a foundation for speech development. Specifically, we compared the extent of vocal clustering across outcome groups and age groups. We also examined the associations between the extent of vocal clustering and later outcomes at 2 years within the autistic group. Randomly selected 5-min segments (27,153 5-min segments total) from 1293 all-day home recordings from 103 TD infants and 44 autistic infants across the first year were humancoded (about 9.75 h of data coded per infant on average) to derive vocal clustering patterns. Fisher?s exact tests were used to compare the occurrence of squeals versus vocants, as well as growls versus vocants, across coded segments. Infants in both groups demonstrated clear clustering patterns of squeals and growls across all age groups. The extent of vocal clustering in the autistic group did not correlate significantly with later language, repetitive behavior, or autism severity outcomes. These findings highlight the robustness of the systematic production of vocal categories across the first year of life. The similarity of the clustering patterns in the TD and autistic groups suggests that vocal category formation through active infant vocal exploration is a robust feature of early speech development. En ligne : https://doi.org/10.1007/s10803-024-06267-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

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