Exploring communicative competence in autistic children who are minimally verbal: The Low Verbal Investigatory Survey for Autism (LVIS) / Adam NAPLES in Autism, 27-5 (July 2023)  

Public ISBD [article]  inAutism > 27-5 (July 2023) . - p.1391-1406 Titre : Exploring communicative competence in autistic children who are minimally verbal: The Low Verbal Investigatory Survey for Autism (LVIS) Type de document : Texte imprimé et/ou numérique Auteurs : Adam NAPLES, Auteur ; Elena J. TENENBAUM, Auteur ; Richard N. JONES, Auteur ; Giulia RIGHI, Auteur ; Stephen J. SHEINKOPF, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : p.1391-1406 Langues : Anglais (eng) Mots-clés : autism spectrum disorder;assessment;communication;language;LVIS;minimally verbal Index. décimale : PER Périodiques Résumé : Approximately 30% of autistic children are considered minimally verbal. The field lacks an efficient and reliable measure of communicative capacity among minimally verbal autistic children. Improved methods are needed to determine which children are at greatest risk for minimally verbal outcomes to better target interventions. Here, we present the Low Verbal Investigatory Survey (LVIS), a brief parent-report measure designed to assess communicative capacity among minimally verbal autistic children. The 36-item easy-to-complete LVIS was developed to capture the atypical language trajectories associated specifically with autism. We report pilot results from a sample of 147 children (1-8?years) whose caregivers completed the LVIS as part of other studies. Principal components analysis was used to assess dimensionality of the LVIS; composite scores were compared with existing measures of communicative capacity, all of which take significantly more time and training to administer and score. Scores on the LVIS were strongly correlated with existing gold-standard measures of communication. Presence of atypical vocalizations was determined to be particularly relevant for symptoms of autism as well as language and cognitive abilities. These findings provide initial validation of a tool designed to capture multiple dimensions of communicative capacity in children with minimal or low verbal skills. Lay abstract Approximately one in three autistic children is unable to communicate with language; this state is often described as minimally verbal. Despite the tremendous clinical implications, we cannot predict whether a minimally verbal child is simply delayed (but will eventually develop spoken language) or will continue to struggle with verbal language, and might therefore benefit from learning an alternative form of communication. This is important for clinicians to know, to be able to choose the most helpful interventions, such as alternative forms of communication. In addition, the field lacks a standard definition of "minimally verbal." Even when we do agree on what the term means (e.g. fewer than 20 words), describing a child based on their lack of words does not tell us whether that child is communicating in other ways or how they are using those 20 words. To address these concerns, we developed the Low Verbal Investigatory Survey (LVIS), a one-page parent-report measure designed to help us characterize how minimally verbal autistic children are communicating. Parents of 147 children (aged 1-8?years) completed the LVIS. Here, we ask (1) whether the survey measures what it was designed to measure, that is, communicative ability in children without much spoken language, and (2) how the LVIS relates to cognitive and language ability, and symptoms of autism. Results suggest that this survey, which takes only 5?min to complete, is a good estimate of the child?s communication skills. Furthermore, LVIS survey scores are correlated with other measures of language and cognitive abilities as well as autism symptomatology. The LVIS has the potential to save time and money in both clinical and research efforts to assess communication skills in minimally verbal autistic children. En ligne : http://dx.doi.org/10.1177/13623613221136657 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Exploring communicative competence in autistic children who are minimally verbal: The Low Verbal Investigatory Survey for Autism (LVIS) [Texte imprimé et/ou numérique] / Adam NAPLES, Auteur ; Elena J. TENENBAUM, Auteur ; Richard N. JONES, Auteur ; Giulia RIGHI, Auteur ; Stephen J. SHEINKOPF, Auteur ; Inge-Marie EIGSTI, Auteur . - p.1391-1406. Langues : Anglais (eng) in Autism > 27-5 (July 2023) . - p.1391-1406 Mots-clés : autism spectrum disorder;assessment;communication;language;LVIS;minimally verbal Index. décimale : PER Périodiques Résumé : Approximately 30% of autistic children are considered minimally verbal. The field lacks an efficient and reliable measure of communicative capacity among minimally verbal autistic children. Improved methods are needed to determine which children are at greatest risk for minimally verbal outcomes to better target interventions. Here, we present the Low Verbal Investigatory Survey (LVIS), a brief parent-report measure designed to assess communicative capacity among minimally verbal autistic children. The 36-item easy-to-complete LVIS was developed to capture the atypical language trajectories associated specifically with autism. We report pilot results from a sample of 147 children (1-8?years) whose caregivers completed the LVIS as part of other studies. Principal components analysis was used to assess dimensionality of the LVIS; composite scores were compared with existing measures of communicative capacity, all of which take significantly more time and training to administer and score. Scores on the LVIS were strongly correlated with existing gold-standard measures of communication. Presence of atypical vocalizations was determined to be particularly relevant for symptoms of autism as well as language and cognitive abilities. These findings provide initial validation of a tool designed to capture multiple dimensions of communicative capacity in children with minimal or low verbal skills. Lay abstract Approximately one in three autistic children is unable to communicate with language; this state is often described as minimally verbal. Despite the tremendous clinical implications, we cannot predict whether a minimally verbal child is simply delayed (but will eventually develop spoken language) or will continue to struggle with verbal language, and might therefore benefit from learning an alternative form of communication. This is important for clinicians to know, to be able to choose the most helpful interventions, such as alternative forms of communication. In addition, the field lacks a standard definition of "minimally verbal." Even when we do agree on what the term means (e.g. fewer than 20 words), describing a child based on their lack of words does not tell us whether that child is communicating in other ways or how they are using those 20 words. To address these concerns, we developed the Low Verbal Investigatory Survey (LVIS), a one-page parent-report measure designed to help us characterize how minimally verbal autistic children are communicating. Parents of 147 children (aged 1-8?years) completed the LVIS. Here, we ask (1) whether the survey measures what it was designed to measure, that is, communicative ability in children without much spoken language, and (2) how the LVIS relates to cognitive and language ability, and symptoms of autism. Results suggest that this survey, which takes only 5?min to complete, is a good estimate of the child?s communication skills. Furthermore, LVIS survey scores are correlated with other measures of language and cognitive abilities as well as autism symptomatology. The LVIS has the potential to save time and money in both clinical and research efforts to assess communication skills in minimally verbal autistic children. En ligne : http://dx.doi.org/10.1177/13623613221136657 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

I tawt i taw a puddy tat: Gestures in canary row narrations by high-functioning youth with autism spectrum disorder / Laura B. SILVERMAN in Autism Research, 10-8 (August 2017)  

Public ISBD [article]  inAutism Research > 10-8 (August 2017) . - p.1353-1363 Titre : I tawt i taw a puddy tat: Gestures in canary row narrations by high-functioning youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura B. SILVERMAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Loisa BENNETTO, Auteur Article en page(s) : p.1353-1363 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  gesture  nonverbal communication Index. décimale : PER Périodiques Résumé : This study examined whether individuals with autism spectrum disorder (ASD) produce co-speech gestures similarly to typically developing (TD) peers. Participants were 20 youth ages 10–18 years with high-functioning ASD and 21 TD controls matched on age, gender, verbal IQ, and handedness. Gestures were elicited using a classic narrative-retelling task, in which participants watched a Tweety and Sylvester cartoon and retold the cartoon to a confederate. Analyses compared gesture rate, type, and viewpoint (character, observer, dual) across groups. Communicative utility of gestures was measured via naïve coder ratings of whether a movement was a gesture, and the clarity of a gesture's meaning. The ASD group produced shorter narratives and fewer total gestures than the TD group. Accounting for narrative length, the ASD group produced fewer gestures per clause than the TD group; however, proportions of gesture types (iconic, deictic, beat, metaphoric, emblems) did not differ. Most notably, the ASD group's gestures were rated as less clearly gestures in terms of timing and well formedness, with lower certainty ratings for gesture meaning. Gesture clarity and gesture meaning scores were related to diagnostic measures of gesture competence in ASD. Findings suggest that although fluent children and adolescents with ASD use the same type of gestures as controls, their gestures are more difficult to understand, which has significant implications for their communicative abilities more broadly. En ligne : http://dx.doi.org/10.1002/aur.1785 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] I tawt i taw a puddy tat: Gestures in canary row narrations by high-functioning youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Laura B. SILVERMAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Loisa BENNETTO, Auteur . - p.1353-1363. Langues : Anglais (eng) in Autism Research > 10-8 (August 2017) . - p.1353-1363 Mots-clés : autism spectrum disorder  gesture  nonverbal communication Index. décimale : PER Périodiques Résumé : This study examined whether individuals with autism spectrum disorder (ASD) produce co-speech gestures similarly to typically developing (TD) peers. Participants were 20 youth ages 10–18 years with high-functioning ASD and 21 TD controls matched on age, gender, verbal IQ, and handedness. Gestures were elicited using a classic narrative-retelling task, in which participants watched a Tweety and Sylvester cartoon and retold the cartoon to a confederate. Analyses compared gesture rate, type, and viewpoint (character, observer, dual) across groups. Communicative utility of gestures was measured via naïve coder ratings of whether a movement was a gesture, and the clarity of a gesture's meaning. The ASD group produced shorter narratives and fewer total gestures than the TD group. Accounting for narrative length, the ASD group produced fewer gestures per clause than the TD group; however, proportions of gesture types (iconic, deictic, beat, metaphoric, emblems) did not differ. Most notably, the ASD group's gestures were rated as less clearly gestures in terms of timing and well formedness, with lower certainty ratings for gesture meaning. Gesture clarity and gesture meaning scores were related to diagnostic measures of gesture competence in ASD. Findings suggest that although fluent children and adolescents with ASD use the same type of gestures as controls, their gestures are more difficult to understand, which has significant implications for their communicative abilities more broadly. En ligne : http://dx.doi.org/10.1002/aur.1785 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

Implicit Learning in ASD / Inge-Marie EIGSTI

Public ISBD in The Neuropsychology of Autism / Deborah A. FEIN Titre : Implicit Learning in ASD Type de document : Texte imprimé et/ou numérique Auteurs : Inge-Marie EIGSTI, Auteur ; Jessica MAYO, Auteur Année de publication : 2011 Importance : p.267-279 Langues : Anglais (eng) Index. décimale : SCI-C SCI-C - Neuropsychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 in The Neuropsychology of Autism / Deborah A. FEIN Implicit Learning in ASD [Texte imprimé et/ou numérique] / Inge-Marie EIGSTI, Auteur ; Jessica MAYO, Auteur . - 2011 . - p.267-279. Langues : Anglais (eng) Index. décimale : SCI-C SCI-C - Neuropsychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Le langage dans le trouble du spectre autistique: une machine mal huilée / Inge-Marie EIGSTI

Public ISBD in Langage et cognition dans l'autisme chez l'enfant / Hélène DELAGE Titre : Le langage dans le trouble du spectre autistique: une machine mal huilée Type de document : Texte imprimé et/ou numérique Auteurs : Inge-Marie EIGSTI, Auteur ; Christina IRVINE, Auteur ; Joshua GREEN, Auteur Année de publication : 2015 Importance : p.5-10 Langues : Français (fre) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 in Langage et cognition dans l'autisme chez l'enfant / Hélène DELAGE Le langage dans le trouble du spectre autistique: une machine mal huilée [Texte imprimé et/ou numérique] / Inge-Marie EIGSTI, Auteur ; Christina IRVINE, Auteur ; Joshua GREEN, Auteur . - 2015 . - p.5-10. Langues : Français (fre) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Language abilities in monolingual- and bilingual- exposed children with autism or other developmental disorders / Yael G. DAI in Research in Autism Spectrum Disorders, 55 (November 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 55 (November 2018) . - p.38-49 Titre : Language abilities in monolingual- and bilingual- exposed children with autism or other developmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yael G. DAI, Auteur ; Jeffrey D. BURKE, Auteur ; Letitia NAIGLES, Auteur ; Inge-Marie EIGSTI, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.38-49 Langues : Anglais (eng) Mots-clés : Autism  Bilingual  Language ability  Developmental delay Index. décimale : PER Périodiques Résumé : Background Parents and providers are sometimes concerned that exposure to two languages will impair language acquisition in children with autism spectrum disorder (ASD) or other developmental disorders (DD). However, research to date suggests that language milestones and abilities are unaffected by this exposure. The current study explored language abilities in toddlers with ASD or DD exposed to one versus multiple languages, prior to intervention. To our knowledge, this is the largest investigation of language learning in bilingual-exposed (BE) children with ASD. Methods Participants were 388 children evaluated as part of a larger study on the early detection of ASD. Parents were asked to list all languages that primary caretakers use to communicate with their child. One hundred six BE children (57 ASD, 49 DD) were compared to 282 monolingual-exposed (ME) children (176 ASD, 106 DD). The Mullen Scales of Early Learning assessed nonverbal and verbal abilities. Multiple regression was used to evaluate the relationship of BE to language abilities, beyond the influence of nonverbal cognitive abilities, diagnosis, and socioeconomic status. Results Results showed greater language impairment in ASD than DD, but no main effect for language exposure group nor any interaction of language group by diagnosis. Results remained consistent after controlling for socioeconomic status. Conclusion This study suggests that bilingual caregivers can communicate with their children in both languages without adverse effects on their children’s language functioning. En ligne : https://doi.org/10.1016/j.rasd.2018.08.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Language abilities in monolingual- and bilingual- exposed children with autism or other developmental disorders [Texte imprimé et/ou numérique] / Yael G. DAI, Auteur ; Jeffrey D. BURKE, Auteur ; Letitia NAIGLES, Auteur ; Inge-Marie EIGSTI, Auteur ; Deborah A. FEIN, Auteur . - p.38-49. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 55 (November 2018) . - p.38-49 Mots-clés : Autism  Bilingual  Language ability  Developmental delay Index. décimale : PER Périodiques Résumé : Background Parents and providers are sometimes concerned that exposure to two languages will impair language acquisition in children with autism spectrum disorder (ASD) or other developmental disorders (DD). However, research to date suggests that language milestones and abilities are unaffected by this exposure. The current study explored language abilities in toddlers with ASD or DD exposed to one versus multiple languages, prior to intervention. To our knowledge, this is the largest investigation of language learning in bilingual-exposed (BE) children with ASD. Methods Participants were 388 children evaluated as part of a larger study on the early detection of ASD. Parents were asked to list all languages that primary caretakers use to communicate with their child. One hundred six BE children (57 ASD, 49 DD) were compared to 282 monolingual-exposed (ME) children (176 ASD, 106 DD). The Mullen Scales of Early Learning assessed nonverbal and verbal abilities. Multiple regression was used to evaluate the relationship of BE to language abilities, beyond the influence of nonverbal cognitive abilities, diagnosis, and socioeconomic status. Results Results showed greater language impairment in ASD than DD, but no main effect for language exposure group nor any interaction of language group by diagnosis. Results remained consistent after controlling for socioeconomic status. Conclusion This study suggests that bilingual caregivers can communicate with their children in both languages without adverse effects on their children’s language functioning. En ligne : https://doi.org/10.1016/j.rasd.2018.08.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Language Acquisition in ASD: Beyond Standardized Language Measures / Inge-Marie EIGSTI  

Permalink

Language acquisition in autism spectrum disorders: A developmental review / Inge-Marie EIGSTI in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Permalink

Language and cognitive outcomes in internationally adopted children / Inge-Marie EIGSTI in Development and Psychopathology, 23-2 (May 2011)  

Permalink

Language and Verbal Memory in Individuals with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes / Katherine TYSON in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

Permalink

Language is a critical mediator of autistic experiences within the criminal justice system / Inge-Marie EIGSTI ; Tammie SPAULDING ; Julia PARISH-MORRIS in Autism Research, 16-12 (December 2023)  

Permalink

Language Representation and Language Use in Children With Optimal Outcomes From ASD / Joyce SUH  

Permalink

Mimicry and social affiliation with virtual partner are decreased in autism / Bahar TUNCGENC in Research in Autism Spectrum Disorders, 100 (February 2023)  

Permalink

More Is Less: Pitch Discrimination and Language Delays in Children with Optimal Outcomes from Autism / Inge-Marie EIGSTI in Autism Research, 6-6 (December 2013)  

Permalink

Narrative Performance of Optimal Outcome Children and Adolescents with a History of an Autism Spectrum Disorder (ASD) / Joyce SUH in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

Permalink

Online administration of the ADOS for research with adolescents and adults in response to the pandemic / Inge-Marie EIGSTI in Autism Research, 15-10 (October 2022)  

Permalink

---

1 2 3 (16 - 30 / 45) Par page : 25 Tout afficher