Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD / Pauline FRIZELLE in Journal of Child Psychology and Psychiatry, 64-3 (March 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-3 (March 2023) . - p.474-479 Titre : Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD Type de document : Texte imprimé et/ou numérique Auteurs : Pauline FRIZELLE, Auteur ; Cristina MCKEAN, Auteur ; Patricia EADIE, Auteur ; Susan EBBELS, Auteur ; Silke FRICKE, Auteur ; Laura M. JUSTICE, Auteur ; Sari KUNNARI, Auteur ; Suze LEITAO, Auteur ; Angela T. MORGAN, Auteur ; Natalie MUNRO, Auteur ; Carol-Anne MURPHY, Auteur ; Holly L. STORKEL, Auteur ; Amanda Owen VAN HORNE, Auteur Article en page(s) : p.474-479 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Current methods for reporting interventions do not allow key questions of importance to practitioners, service providers, policy-makers and people with DLD to be answered, and hence limit the implementation of effective interventions in the real world. To extend the existing EQUATOR guidelines to the context of speech language therapy/pathology for children with language disorder and to provide more specific guidance on participants, interventions and outcomes within the CONSORT checklist (used to improve the reporting of randomised controlled trials) and TIDieR (Template for Intervention Description and Replication) to ensure consistency of reporting. We will develop a core team to include representatives from each of the key groups who will either use or be influenced by the final reporting guidance across different countries. To achieve each set of aims, we will conduct reviews of the literature (which present typologies of intervention characteristics in (D)LD and related disorders); carry out focus groups; and use systematic consensus methods such as the Delphi technique, nominal group technique or consensus development conferences. Through the development and adoption of standard intervention reporting criteria, we anticipate that we will overcome the numerous barriers for practitioners, services and policy-makers in applying intervention evidence to practice. We believe that establishing international consensus on reporting guidelines would significantly accelerate progress in DLD research and the ease with which it can be used in clinical practice, by capitalising on the growth in intervention studies to enable international collaboration and new methodologies of data pooling, meta-analyses and cross-study comparisons. En ligne : https://doi.org/10.1111/jcpp.13694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD [Texte imprimé et/ou numérique] / Pauline FRIZELLE, Auteur ; Cristina MCKEAN, Auteur ; Patricia EADIE, Auteur ; Susan EBBELS, Auteur ; Silke FRICKE, Auteur ; Laura M. JUSTICE, Auteur ; Sari KUNNARI, Auteur ; Suze LEITAO, Auteur ; Angela T. MORGAN, Auteur ; Natalie MUNRO, Auteur ; Carol-Anne MURPHY, Auteur ; Holly L. STORKEL, Auteur ; Amanda Owen VAN HORNE, Auteur . - p.474-479. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-3 (March 2023) . - p.474-479 Index. décimale : PER Périodiques Résumé : Current methods for reporting interventions do not allow key questions of importance to practitioners, service providers, policy-makers and people with DLD to be answered, and hence limit the implementation of effective interventions in the real world. To extend the existing EQUATOR guidelines to the context of speech language therapy/pathology for children with language disorder and to provide more specific guidance on participants, interventions and outcomes within the CONSORT checklist (used to improve the reporting of randomised controlled trials) and TIDieR (Template for Intervention Description and Replication) to ensure consistency of reporting. We will develop a core team to include representatives from each of the key groups who will either use or be influenced by the final reporting guidance across different countries. To achieve each set of aims, we will conduct reviews of the literature (which present typologies of intervention characteristics in (D)LD and related disorders); carry out focus groups; and use systematic consensus methods such as the Delphi technique, nominal group technique or consensus development conferences. Through the development and adoption of standard intervention reporting criteria, we anticipate that we will overcome the numerous barriers for practitioners, services and policy-makers in applying intervention evidence to practice. We believe that establishing international consensus on reporting guidelines would significantly accelerate progress in DLD research and the ease with which it can be used in clinical practice, by capitalising on the growth in intervention studies to enable international collaboration and new methodologies of data pooling, meta-analyses and cross-study comparisons. En ligne : https://doi.org/10.1111/jcpp.13694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Language growth in verbal autistic children from 5 to 11?years / Amanda BRIGNELL in Autism Research, 17-10 (October 2024)  

Public ISBD [article]  inAutism Research > 17-10 (October 2024) . - p.1994-2003 Titre : Language growth in verbal autistic children from 5 to 11?years Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Katrina J. WILLIAMS, Auteur ; Sheena REILLY, Auteur ; Angela T. MORGAN, Auteur Article en page(s) : p.1994-2003 Langues : Anglais (eng) Mots-clés : autism  developmental language disorder  language  language impairment  language trajectory Index. décimale : PER Périodiques Résumé : Abstract To examine predictors and growth in language for verbal autistic and non-autistic children with/without low language from 4 to 11?years. Receptive and expressive language trajectories were compared in a community sample of 1026 children at ages 5, 7, and 11?years, across four groups: two autistic groups; one with and one without low language; and two non-autistic groups; one with and one without low language. Groups were delineated on baseline assessment at 4?years. Non-autistic and autistic children with low language had lower mean expressive language scores than the non-autistic typical language group (22.26 and 38.53?units lower, respectively, p? En ligne : https://doi.org/10.1002/aur.3171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Language growth in verbal autistic children from 5 to 11?years [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Katrina J. WILLIAMS, Auteur ; Sheena REILLY, Auteur ; Angela T. MORGAN, Auteur . - p.1994-2003. Langues : Anglais (eng) in Autism Research > 17-10 (October 2024) . - p.1994-2003 Mots-clés : autism  developmental language disorder  language  language impairment  language trajectory Index. décimale : PER Périodiques Résumé : Abstract To examine predictors and growth in language for verbal autistic and non-autistic children with/without low language from 4 to 11?years. Receptive and expressive language trajectories were compared in a community sample of 1026 children at ages 5, 7, and 11?years, across four groups: two autistic groups; one with and one without low language; and two non-autistic groups; one with and one without low language. Groups were delineated on baseline assessment at 4?years. Non-autistic and autistic children with low language had lower mean expressive language scores than the non-autistic typical language group (22.26 and 38.53?units lower, respectively, p? En ligne : https://doi.org/10.1002/aur.3171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder / Amanda BRIGNELL in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.344-356 Titre : Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur ; Margot PRIOR, Auteur ; Susan DONATH, Auteur ; Sheena REILLY, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Angela T. MORGAN, Auteur Article en page(s) : p.344-356 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We compared loss and gain in communication from 1 to 2?years in children later diagnosed with autism spectrum disorder (n=41), language impairment (n=110) and in children with typical language development at 7?years (n=831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p=0.0003), typical development (16%, p? En ligne : http://dx.doi.org/10.1177/1362361316644729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur ; Margot PRIOR, Auteur ; Susan DONATH, Auteur ; Sheena REILLY, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Angela T. MORGAN, Auteur . - p.344-356. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.344-356 Index. décimale : PER Périodiques Résumé : We compared loss and gain in communication from 1 to 2?years in children later diagnosed with autism spectrum disorder (n=41), language impairment (n=110) and in children with typical language development at 7?years (n=831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p=0.0003), typical development (16%, p? En ligne : http://dx.doi.org/10.1177/1362361316644729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder / Amanda BRIGNELL in Autism, 21-3 (April 2017)  

Public ISBD [article]  inAutism > 21-3 (April 2017) . - p.344-356 Titre : Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur ; Margot PRIOR, Auteur ; Susan DONATH, Auteur ; Sheena REILLY, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Angela T. MORGAN, Auteur Article en page(s) : p.344-356 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/ psychology  Child, Preschool  Female  Humans  Infant  Language Development  Male  Parents/ psychology  Vocabulary  autism spectrum disorder  communication  language  regression  skill loss  trajectory Index. décimale : PER Périodiques Résumé : We compared loss and gain in communication from 1 to 2?years in children later diagnosed with autism spectrum disorder (n=41), language impairment (n=110) and in children with typical language development at 7?years (n=831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p=0.0003), typical development (16%, p? En ligne : http://dx.doi.org/10.1177/1362361316644729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur ; Margot PRIOR, Auteur ; Susan DONATH, Auteur ; Sheena REILLY, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Angela T. MORGAN, Auteur . - p.344-356. Langues : Anglais (eng) in Autism > 21-3 (April 2017) . - p.344-356 Mots-clés : Autism Spectrum Disorder/ psychology  Child, Preschool  Female  Humans  Infant  Language Development  Male  Parents/ psychology  Vocabulary  autism spectrum disorder  communication  language  regression  skill loss  trajectory Index. décimale : PER Périodiques Résumé : We compared loss and gain in communication from 1 to 2?years in children later diagnosed with autism spectrum disorder (n=41), language impairment (n=110) and in children with typical language development at 7?years (n=831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p=0.0003), typical development (16%, p? En ligne : http://dx.doi.org/10.1177/1362361316644729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder / Amanda BRIGNELL in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Angela T. MORGAN, Auteur ; Susan WOOLFENDEN, Auteur ; Felicity KLOPPER, Auteur ; Tamara MAY, Auteur ; Vanessa SARKOZY, Auteur ; Katrina WILLIAMS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BackgroundLanguage difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder.MethodA comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for ?12 months and had ?30 participants. Risk of bias was assessed.ResultsFifty-four studies (N=5064) met inclusion criteria. Language outcomes were standardised assessments (n=35), notation of presence/absence of verbal language (n=11) or both (n=8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n=24/25; 96%) studies reporting standard scores, individuals (aged???11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some ?catch up? over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5?32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of follow-up did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language.ConclusionDespite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some ?catchup? over time.ImplicationsThis review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level. En ligne : https://doi.org/10.1177/2396941518767610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Angela T. MORGAN, Auteur ; Susan WOOLFENDEN, Auteur ; Felicity KLOPPER, Auteur ; Tamara MAY, Auteur ; Vanessa SARKOZY, Auteur ; Katrina WILLIAMS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : BackgroundLanguage difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder.MethodA comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for ?12 months and had ?30 participants. Risk of bias was assessed.ResultsFifty-four studies (N=5064) met inclusion criteria. Language outcomes were standardised assessments (n=35), notation of presence/absence of verbal language (n=11) or both (n=8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n=24/25; 96%) studies reporting standard scores, individuals (aged???11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some ?catch up? over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5?32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of follow-up did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language.ConclusionDespite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some ?catchup? over time.ImplicationsThis review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level. En ligne : https://doi.org/10.1177/2396941518767610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Using machine-learning methods to identify early-life predictors of 11-year language outcome / Loretta GASPARINI in Journal of Child Psychology and Psychiatry, 64-8 (August 2023)  

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