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Characterizing the early vocabulary profiles of preverbal and minimally verbal children with autism spectrum disorder / Eileen HAEBIG in Autism, 25-4 (May 2021)
[article]
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
in Autism > 25-4 (May 2021) . - p.958-970[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 A Path Model of Expressive Vocabulary Skills in Initially Preverbal Preschool Children with Autism Spectrum Disorder / Jena MCDANIEL in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
[article]
Titre : A Path Model of Expressive Vocabulary Skills in Initially Preverbal Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jena MCDANIEL, Auteur ; Paul J. YODER, Auteur ; Linda R. WATSON, Auteur Article en page(s) : p.947-960 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Language Vocabulary Preverbal Predictors Path modeling Index. décimale : PER Périodiques Résumé : We examined direct and indirect paths involving receptive vocabulary and diversity of key consonants used in communication (DKCC) to improve understanding of why previously identified value-added predictors are associated with later expressive vocabulary for initially preverbal children with autism spectrum disorder (ASD; n?=?87). Intentional communication, DKCC, and parent linguistic responses accounted for unique variance in later expressive vocabulary when controlling for mid-point receptive vocabulary, but responding to joint attention did not. We did not confirm any indirect paths through mid-point receptive vocabulary. DKCC mediated the association between intentional communication and expressive vocabulary. Further research is needed to replicate the findings, test potentially causal relations, and provide a specific sequence of intervention targets for preverbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-3016-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.947-960[article] A Path Model of Expressive Vocabulary Skills in Initially Preverbal Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jena MCDANIEL, Auteur ; Paul J. YODER, Auteur ; Linda R. WATSON, Auteur . - p.947-960.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.947-960
Mots-clés : Autism spectrum disorder Language Vocabulary Preverbal Predictors Path modeling Index. décimale : PER Périodiques Résumé : We examined direct and indirect paths involving receptive vocabulary and diversity of key consonants used in communication (DKCC) to improve understanding of why previously identified value-added predictors are associated with later expressive vocabulary for initially preverbal children with autism spectrum disorder (ASD; n?=?87). Intentional communication, DKCC, and parent linguistic responses accounted for unique variance in later expressive vocabulary when controlling for mid-point receptive vocabulary, but responding to joint attention did not. We did not confirm any indirect paths through mid-point receptive vocabulary. DKCC mediated the association between intentional communication and expressive vocabulary. Further research is needed to replicate the findings, test potentially causal relations, and provide a specific sequence of intervention targets for preverbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-3016-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 The stability and validity of automated vocal analysis in preverbal preschoolers with autism spectrum disorder / Tiffany G. WOYNAROSKI in Autism Research, 10-3 (March 2017)
[article]
Titre : The stability and validity of automated vocal analysis in preverbal preschoolers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany G. WOYNAROSKI, Auteur ; D. Kimbrough OLLER, Auteur ; Bahar KECELI-KAYSILI, Auteur ; Dongxin XU, Auteur ; Jeffrey A. RICHARDS, Auteur ; Jill GILKERSON, Auteur ; Sharmistha GRAY, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.508-519 Langues : Anglais (eng) Mots-clés : useful speech language vocalizations automated vocal analysis LENA preschool preverbal autism Index. décimale : PER Périodiques Résumé : Theory and research suggest that vocal development predicts “useful speech” in preschoolers with autism spectrum disorder (ASD), but conventional methods for measurement of vocal development are costly and time consuming. This longitudinal correlational study examines the reliability and validity of several automated indices of vocalization development relative to an index derived from human coded, conventional communication samples in a sample of preverbal preschoolers with ASD. Automated indices of vocal development were derived using software that is presently “in development” and/or only available for research purposes and using commercially available Language ENvironment Analysis (LENA) software. Indices of vocal development that could be derived using the software available for research purposes: (a) were highly stable with a single day-long audio recording, (b) predicted future spoken vocabulary to a degree that was nonsignificantly different from the index derived from conventional communication samples, and (c) continued to predict future spoken vocabulary even after controlling for concurrent vocabulary in our sample. The score derived from standard LENA software was similarly stable, but was not significantly correlated with future spoken vocabulary. Findings suggest that automated vocal analysis is a valid and reliable alternative to time intensive and expensive conventional communication samples for measurement of vocal development of preverbal preschoolers with ASD in research and clinical practice. En ligne : http://dx.doi.org/10.1002/aur.1667 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Autism Research > 10-3 (March 2017) . - p.508-519[article] The stability and validity of automated vocal analysis in preverbal preschoolers with autism spectrum disorder [Texte imprimé et/ou numérique] / Tiffany G. WOYNAROSKI, Auteur ; D. Kimbrough OLLER, Auteur ; Bahar KECELI-KAYSILI, Auteur ; Dongxin XU, Auteur ; Jeffrey A. RICHARDS, Auteur ; Jill GILKERSON, Auteur ; Sharmistha GRAY, Auteur ; Paul J. YODER, Auteur . - p.508-519.
Langues : Anglais (eng)
in Autism Research > 10-3 (March 2017) . - p.508-519
Mots-clés : useful speech language vocalizations automated vocal analysis LENA preschool preverbal autism Index. décimale : PER Périodiques Résumé : Theory and research suggest that vocal development predicts “useful speech” in preschoolers with autism spectrum disorder (ASD), but conventional methods for measurement of vocal development are costly and time consuming. This longitudinal correlational study examines the reliability and validity of several automated indices of vocalization development relative to an index derived from human coded, conventional communication samples in a sample of preverbal preschoolers with ASD. Automated indices of vocal development were derived using software that is presently “in development” and/or only available for research purposes and using commercially available Language ENvironment Analysis (LENA) software. Indices of vocal development that could be derived using the software available for research purposes: (a) were highly stable with a single day-long audio recording, (b) predicted future spoken vocabulary to a degree that was nonsignificantly different from the index derived from conventional communication samples, and (c) continued to predict future spoken vocabulary even after controlling for concurrent vocabulary in our sample. The score derived from standard LENA software was similarly stable, but was not significantly correlated with future spoken vocabulary. Findings suggest that automated vocal analysis is a valid and reliable alternative to time intensive and expensive conventional communication samples for measurement of vocal development of preverbal preschoolers with ASD in research and clinical practice. En ligne : http://dx.doi.org/10.1002/aur.1667 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 A new measure of child vocal reciprocity in children with autism spectrum disorder / A. L. HARBISON in Autism Research, 11-6 (June 2018)
[article]
Titre : A new measure of child vocal reciprocity in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. L. HARBISON, Auteur ; Tiffany G. WOYNAROSKI, Auteur ; J. TAPP, Auteur ; J. W. WADE, Auteur ; A. S. WARLAUMONT, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.903-915 Langues : Anglais (eng) Mots-clés : Lena autism automated vocal analysis preschool preverbal reciprocity vocalizations Index. décimale : PER Périodiques Résumé : Children's vocal development occurs in the context of reciprocal exchanges with a communication partner who models "speechlike" productions. We propose a new measure of child vocal reciprocity, which we define as the degree to which an adult vocal response increases the probability of an immediately following child vocal response. Vocal reciprocity is likely to be associated with the speechlikeness of vocal communication in young children with autism spectrum disorder (ASD). Two studies were conducted to test the utility of the new measure. The first used simulated vocal samples with randomly sequenced child and adult vocalizations to test the accuracy of the proposed index of child vocal reciprocity. The second was an empirical study of 21 children with ASD who were preverbal or in the early stages of language development. Daylong vocal samples collected in the natural environment were computer analyzed to derive the proposed index of child vocal reciprocity, which was highly stable when derived from two daylong vocal samples and was associated with speechlikeness of vocal communication. This association was significant even when controlling for chance probability of child vocalizations to adult vocal responses, probability of adult vocalizations, or probability of child vocalizations. A valid measure of children's vocal reciprocity might eventually improve our ability to predict which children are on track to develop useful speech and/or are most likely to respond to language intervention. A link to a free, publicly-available software program to derive the new measure of child vocal reciprocity is provided. Autism Res 2018, 11: 903-915. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children and adults often engage in back-and-forth vocal exchanges. The extent to which they do so is believed to support children's early speech and language development. Two studies tested a new measure of child vocal reciprocity using computer-generated and real-life vocal samples of young children with autism collected in natural settings. The results provide initial evidence of accuracy, test-retest reliability, and validity of the new measure of child vocal reciprocity. A sound measure of children's vocal reciprocity might improve our ability to predict which children are on track to develop useful speech and/or are most likely to respond to language intervention. A free, publicly-available software program and manuals are provided. En ligne : http://dx.doi.org/10.1002/aur.1942 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366
in Autism Research > 11-6 (June 2018) . - p.903-915[article] A new measure of child vocal reciprocity in children with autism spectrum disorder [Texte imprimé et/ou numérique] / A. L. HARBISON, Auteur ; Tiffany G. WOYNAROSKI, Auteur ; J. TAPP, Auteur ; J. W. WADE, Auteur ; A. S. WARLAUMONT, Auteur ; Paul J. YODER, Auteur . - p.903-915.
Langues : Anglais (eng)
in Autism Research > 11-6 (June 2018) . - p.903-915
Mots-clés : Lena autism automated vocal analysis preschool preverbal reciprocity vocalizations Index. décimale : PER Périodiques Résumé : Children's vocal development occurs in the context of reciprocal exchanges with a communication partner who models "speechlike" productions. We propose a new measure of child vocal reciprocity, which we define as the degree to which an adult vocal response increases the probability of an immediately following child vocal response. Vocal reciprocity is likely to be associated with the speechlikeness of vocal communication in young children with autism spectrum disorder (ASD). Two studies were conducted to test the utility of the new measure. The first used simulated vocal samples with randomly sequenced child and adult vocalizations to test the accuracy of the proposed index of child vocal reciprocity. The second was an empirical study of 21 children with ASD who were preverbal or in the early stages of language development. Daylong vocal samples collected in the natural environment were computer analyzed to derive the proposed index of child vocal reciprocity, which was highly stable when derived from two daylong vocal samples and was associated with speechlikeness of vocal communication. This association was significant even when controlling for chance probability of child vocalizations to adult vocal responses, probability of adult vocalizations, or probability of child vocalizations. A valid measure of children's vocal reciprocity might eventually improve our ability to predict which children are on track to develop useful speech and/or are most likely to respond to language intervention. A link to a free, publicly-available software program to derive the new measure of child vocal reciprocity is provided. Autism Res 2018, 11: 903-915. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children and adults often engage in back-and-forth vocal exchanges. The extent to which they do so is believed to support children's early speech and language development. Two studies tested a new measure of child vocal reciprocity using computer-generated and real-life vocal samples of young children with autism collected in natural settings. The results provide initial evidence of accuracy, test-retest reliability, and validity of the new measure of child vocal reciprocity. A sound measure of children's vocal reciprocity might improve our ability to predict which children are on track to develop useful speech and/or are most likely to respond to language intervention. A free, publicly-available software program and manuals are provided. En ligne : http://dx.doi.org/10.1002/aur.1942 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 Preschool language variation, growth, and predictors in children on the autism spectrum / Susan ELLIS WEISMER in Journal of Child Psychology and Psychiatry, 56-12 (December 2015)
[article]
Titre : Preschool language variation, growth, and predictors in children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Susan ELLIS WEISMER, Auteur ; Sara T. KOVER, Auteur Article en page(s) : p.1327-1337 Langues : Anglais (eng) Mots-clés : Language growth autism spectrum disorders preverbal minimally verbal language predictors Index. décimale : PER Périodiques Résumé : Background There is wide variation in language abilities among young children with autism spectrum disorders (ASD), with some toddlers developing age-appropriate language while others remain minimally verbal after age 5. Conflicting findings exist regarding predictors of language outcomes in ASD and various methodological issues limit the conclusions that can be drawn about factors associated with positive language growth that could provide insights into more effective intervention approaches for increasing communication skills. Methods Language development was investigated in 129 children with ASD participating in four assessments from mean age 2½ years (Visit 1) through 5½ years (Visit 4). Language ability was measured by a clinician-administered test of comprehension and production. Hierarchical linear modeling was used to identify predictors of language ability. Stability of language status was examined in subgroups of Preverbal versus Verbal children identified at Visit 1. Discriminant function analysis was used to classify another subset of cases according to Low Language (minimally verbal) versus High Language outcome at Visit 4. Results ASD severity was a significant predictor of growth in both language comprehension and production during the preschool period, while cognition predicted growth in production. For the highest and lowest language performers at Visit 4, cognition, maternal education, and response to joint attention correctly classified over 80% of total cases. The vast majority of children who were preverbal at 2½ years attained some level of verbal skills by 5½ years. Conclusions Findings indicate that it is possible, by 2½ years, to predict language growth for children with ASD across the preschool years and identify factors that discriminate between children who remain minimally verbal at 5½ years from those with high language proficiency. Results suggest that early intervention focused on reducing core ASD symptoms may also be important for facilitating language development in young children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12406 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Child Psychology and Psychiatry > 56-12 (December 2015) . - p.1327-1337[article] Preschool language variation, growth, and predictors in children on the autism spectrum [Texte imprimé et/ou numérique] / Susan ELLIS WEISMER, Auteur ; Sara T. KOVER, Auteur . - p.1327-1337.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-12 (December 2015) . - p.1327-1337
Mots-clés : Language growth autism spectrum disorders preverbal minimally verbal language predictors Index. décimale : PER Périodiques Résumé : Background There is wide variation in language abilities among young children with autism spectrum disorders (ASD), with some toddlers developing age-appropriate language while others remain minimally verbal after age 5. Conflicting findings exist regarding predictors of language outcomes in ASD and various methodological issues limit the conclusions that can be drawn about factors associated with positive language growth that could provide insights into more effective intervention approaches for increasing communication skills. Methods Language development was investigated in 129 children with ASD participating in four assessments from mean age 2½ years (Visit 1) through 5½ years (Visit 4). Language ability was measured by a clinician-administered test of comprehension and production. Hierarchical linear modeling was used to identify predictors of language ability. Stability of language status was examined in subgroups of Preverbal versus Verbal children identified at Visit 1. Discriminant function analysis was used to classify another subset of cases according to Low Language (minimally verbal) versus High Language outcome at Visit 4. Results ASD severity was a significant predictor of growth in both language comprehension and production during the preschool period, while cognition predicted growth in production. For the highest and lowest language performers at Visit 4, cognition, maternal education, and response to joint attention correctly classified over 80% of total cases. The vast majority of children who were preverbal at 2½ years attained some level of verbal skills by 5½ years. Conclusions Findings indicate that it is possible, by 2½ years, to predict language growth for children with ASD across the preschool years and identify factors that discriminate between children who remain minimally verbal at 5½ years from those with high language proficiency. Results suggest that early intervention focused on reducing core ASD symptoms may also be important for facilitating language development in young children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12406 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 Naturalistic language sampling to characterize the language abilities of 3-year-olds with autism spectrum disorder / Elizabeth C. BACON in Autism, 23-3 (April 2019)
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