67 recherche sur le mot-clé 'Language Development'

The Impact of Birth Order on Language Development in Autistic Children from Simplex Families / Tyler C. MCFAYDEN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3861-3876 Titre : The Impact of Birth Order on Language Development in Autistic Children from Simplex Families Type de document : Texte imprimé et/ou numérique Auteurs : Tyler C. MCFAYDEN, Auteur ; Megan FOK, Auteur ; Thomas H. OLLENDICK, Auteur Article en page(s) : p.3861-3876 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Bayes Theorem  Birth Order  Child  Female  Humans  Language Development  Language Development Disorders  Male  Vocabulary  Autism spectrum disorder  Birth order  Language development  Siblings Index. décimale : PER Périodiques Résumé : The current study investigated the impact of birth order on vocabulary and social language development in 1338 first-born and 1049 s-born autistic youth (M age=9.03 years, SD=3.57; 86.4% male) from the Simons Simplex Collection. Frequentist and Bayesian analyses revealed mixed findings in language development. There were no differences in vocabulary or social language between first-born and second-born children. However, birth order and income together predicted expressive vocabulary and inappropriate speech such that birth order had a greater impact on language in lower-income families. This is the first study to investigate the impact of birth order on language outcomes in autistic youth and has implications for early intervention in lower-resourced communities. En ligne : http://dx.doi.org/10.1007/s10803-021-05274-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] The Impact of Birth Order on Language Development in Autistic Children from Simplex Families [Texte imprimé et/ou numérique] / Tyler C. MCFAYDEN, Auteur ; Megan FOK, Auteur ; Thomas H. OLLENDICK, Auteur . - p.3861-3876. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3861-3876 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Bayes Theorem  Birth Order  Child  Female  Humans  Language Development  Language Development Disorders  Male  Vocabulary  Autism spectrum disorder  Birth order  Language development  Siblings Index. décimale : PER Périodiques Résumé : The current study investigated the impact of birth order on vocabulary and social language development in 1338 first-born and 1049 s-born autistic youth (M age=9.03 years, SD=3.57; 86.4% male) from the Simons Simplex Collection. Frequentist and Bayesian analyses revealed mixed findings in language development. There were no differences in vocabulary or social language between first-born and second-born children. However, birth order and income together predicted expressive vocabulary and inappropriate speech such that birth order had a greater impact on language in lower-income families. This is the first study to investigate the impact of birth order on language outcomes in autistic youth and has implications for early intervention in lower-resourced communities. En ligne : http://dx.doi.org/10.1007/s10803-021-05274-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism / Emily J. ROEMER in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1984-2003 Titre : Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. ROEMER, Auteur ; Elizabeth H. KUSHNER, Auteur ; Jana M. IVERSON, Auteur Article en page(s) : p.1984-2003 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder/diagnosis  Humans  Infant  Language Development  Language Development Disorders/diagnosis  Parents  Siblings  Autism spectrum disorder  Infants  Joint engagement  Language  Parent input  of interest. Index. décimale : PER Périodiques Résumé : This study examined joint engagement, parent labels, and language development in infants with an elevated (EL) and typical likelihood (TL) for ASD. Parent-child interactions were coded for joint engagement and parent labels at 12 and 18 months, and language skills were assessed later in toddlerhood for 12 EL infants diagnosed with ASD (EL-ASD), 17 EL infants with language delay (EL-LD), 14 EL infants with no diagnosis (EL-ND), and 12 TL infants. Infants spent substantial time in supported joint engagement and received similar rates of input from parents across outcome groups. However, parents of EL-ASD infants increased the rate of labels provided in coordinated joint engagement. While labels positively predicted language for TL infants, the opposite pattern emerged for EL-ASD infants. En ligne : http://dx.doi.org/10.1007/s10803-021-05099-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism [Texte imprimé et/ou numérique] / Emily J. ROEMER, Auteur ; Elizabeth H. KUSHNER, Auteur ; Jana M. IVERSON, Auteur . - p.1984-2003. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1984-2003 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder/diagnosis  Humans  Infant  Language Development  Language Development Disorders/diagnosis  Parents  Siblings  Autism spectrum disorder  Infants  Joint engagement  Language  Parent input  of interest. Index. décimale : PER Périodiques Résumé : This study examined joint engagement, parent labels, and language development in infants with an elevated (EL) and typical likelihood (TL) for ASD. Parent-child interactions were coded for joint engagement and parent labels at 12 and 18 months, and language skills were assessed later in toddlerhood for 12 EL infants diagnosed with ASD (EL-ASD), 17 EL infants with language delay (EL-LD), 14 EL infants with no diagnosis (EL-ND), and 12 TL infants. Infants spent substantial time in supported joint engagement and received similar rates of input from parents across outcome groups. However, parents of EL-ASD infants increased the rate of labels provided in coordinated joint engagement. While labels positively predicted language for TL infants, the opposite pattern emerged for EL-ASD infants. En ligne : http://dx.doi.org/10.1007/s10803-021-05099-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Predictors of language regression and its association with subsequent communication development in children with autism / Andrew PICKLES in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-11 (November 2022) . - p.1243-1251 Titre : Predictors of language regression and its association with subsequent communication development in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Andrew PICKLES, Auteur ; Nicola WRIGHT, Auteur ; Rachael BEDFORD, Auteur ; Mandy STEIMAN, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; Pat MIRENDA, Auteur ; Isabel M. SMITH, Auteur ; Wendy J. UNGAR, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.1243-1251 Langues : Anglais (eng) Mots-clés : Child  Child, Preschool  Humans  Autism Spectrum Disorder/diagnosis  Autistic Disorder/complications  Longitudinal Studies  Prospective Studies  Language Development Disorders/complications  Speech  Language Development  Language  autism  development Index. décimale : PER Périodiques Résumé : BACKGROUND: Language regression, broadly defined as the loss of acquired language skills in early childhood, is a distinctive feature of autism. Little is known about the factors underlying regression or the prognosis of children who exhibit regression. We examine potential predictors of language regression and test its association with language development in a prospective longitudinal sample of children with autism spectrum disorder (ASD) from diagnosis to age 10 years. METHODS: We analysed data from Pathways in ASD, a prospective longitudinal study of 421 children enrolled around the time of an autism diagnosis between 2 and 5 years. Autism Diagnostic Interview-Revised data were available for 408 children, of whom 90 (22%) were classified as having language regression. RESULTS: Demographic and other health factors including caregiver education, family income, child sex, reported seizures, and age of enrolment did not differ between children with and without language regression. Children with language regression walked earlier and attained first words sooner than those without regression. However, both groups attained phrase speech at comparable ages. Those with regression exhibited greater delays in expressive and receptive communication over the follow-up period, although this effect was attenuated when accounting for baseline differences in motor and cognitive ability. Overall, those with language regression continued to exhibit expressive but not receptive communication delay compared to those without regression. Communication trajectories were heterogeneous to age 10 years, irrespective of regression status. CONCLUSIONS: Although language regression can be alarming, our findings confirm that its occurrence does not necessarily foreshadow worse developmental outcomes relative to those without regression. Although a discrepancy in age-equivalent communication skills may persist, this can be expected to be of less practical importance with rising average levels of skills. Future studies need to account for the significant variability in language trajectories by considering factors beyond developmental regression. En ligne : http://dx.doi.org/10.1111/jcpp.13565 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] Predictors of language regression and its association with subsequent communication development in children with autism [Texte imprimé et/ou numérique] / Andrew PICKLES, Auteur ; Nicola WRIGHT, Auteur ; Rachael BEDFORD, Auteur ; Mandy STEIMAN, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; Pat MIRENDA, Auteur ; Isabel M. SMITH, Auteur ; Wendy J. UNGAR, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur . - p.1243-1251. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-11 (November 2022) . - p.1243-1251 Mots-clés : Child  Child, Preschool  Humans  Autism Spectrum Disorder/diagnosis  Autistic Disorder/complications  Longitudinal Studies  Prospective Studies  Language Development Disorders/complications  Speech  Language Development  Language  autism  development Index. décimale : PER Périodiques Résumé : BACKGROUND: Language regression, broadly defined as the loss of acquired language skills in early childhood, is a distinctive feature of autism. Little is known about the factors underlying regression or the prognosis of children who exhibit regression. We examine potential predictors of language regression and test its association with language development in a prospective longitudinal sample of children with autism spectrum disorder (ASD) from diagnosis to age 10 years. METHODS: We analysed data from Pathways in ASD, a prospective longitudinal study of 421 children enrolled around the time of an autism diagnosis between 2 and 5 years. Autism Diagnostic Interview-Revised data were available for 408 children, of whom 90 (22%) were classified as having language regression. RESULTS: Demographic and other health factors including caregiver education, family income, child sex, reported seizures, and age of enrolment did not differ between children with and without language regression. Children with language regression walked earlier and attained first words sooner than those without regression. However, both groups attained phrase speech at comparable ages. Those with regression exhibited greater delays in expressive and receptive communication over the follow-up period, although this effect was attenuated when accounting for baseline differences in motor and cognitive ability. Overall, those with language regression continued to exhibit expressive but not receptive communication delay compared to those without regression. Communication trajectories were heterogeneous to age 10 years, irrespective of regression status. CONCLUSIONS: Although language regression can be alarming, our findings confirm that its occurrence does not necessarily foreshadow worse developmental outcomes relative to those without regression. Although a discrepancy in age-equivalent communication skills may persist, this can be expected to be of less practical importance with rising average levels of skills. Future studies need to account for the significant variability in language trajectories by considering factors beyond developmental regression. En ligne : http://dx.doi.org/10.1111/jcpp.13565 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review / Cecilia ZUNIGA-MONTANEZ in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.569-587 Titre : Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Cecilia ZUNIGA-MONTANEZ, Auteur ; Catherine DAVIES, Auteur ; Laurie LIGOXYGAKIS, Auteur ; Dra?ko KA??ELAN, Auteur ; Nayeli GONZALEZ-GOMEZ, Auteur Article en page(s) : p.569-587 Langues : Anglais (eng) Mots-clés : Scoping review  COVID-19  language development  literacy  early years  primary education Index. décimale : PER Périodiques Résumé : A diverse body of research conducted since the start of Covid-19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer-reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0-6-year-old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID-19 pandemic, with no restrictions of geographical location or language used by participants. Ninety-four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language-learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID-19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic-era children to further understand the effects of the pandemic on children's development. En ligne : https://doi.org/10.1111/jcpp.14102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review [Texte imprimé et/ou numérique] / Cecilia ZUNIGA-MONTANEZ, Auteur ; Catherine DAVIES, Auteur ; Laurie LIGOXYGAKIS, Auteur ; Dra?ko KA??ELAN, Auteur ; Nayeli GONZALEZ-GOMEZ, Auteur . - p.569-587. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.569-587 Mots-clés : Scoping review  COVID-19  language development  literacy  early years  primary education Index. décimale : PER Périodiques Résumé : A diverse body of research conducted since the start of Covid-19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer-reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0-6-year-old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID-19 pandemic, with no restrictions of geographical location or language used by participants. Ninety-four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language-learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID-19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic-era children to further understand the effects of the pandemic on children's development. En ligne : https://doi.org/10.1111/jcpp.14102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders / Kaori OHASHI J. in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.890-897 Titre : Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kaori OHASHI J., Auteur ; Pat MIRENDA, Auteur ; Stefka MARINOVA-TODD, Auteur ; Catherine HAMBLY, Auteur ; Eric FOMBONNE, Auteur ; Peter SZATMARI, Auteur ; Susan E. BRYSON, Auteur ; Wendy ROBERTS, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Ann THOMPSON, Auteur ; THE PATHWAYS IN ASD STUDY TEAM, Auteur Année de publication : 2012 Article en page(s) : p.890-897 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language development  Bilingual  Monolingual Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare a group of recently diagnosed bilingual-exposed children with autism (n = 20) aged 24–52 months with a matched group of monolingual-exposed children with autism (n = 40). The groups were matched with regard to chronological age at the time of language assessment and nonverbal IQ score, then compared with regard to the severity of children's autism-related communication impairment, age of first words, age of first phrases, receptive language scores, expressive language scores, and functional communication scores. Univariate ANOVAs were performed for autism-related communication impairment, age of first words, and age of first phrases. A MANCOVA, with the total number of speech-language and applied behavior analysis intervention hours entered as a covariate, was performed on the remaining dependent variables. No statistically significant differences between the two groups on any of the language measures were observed. The results suggest that a bilingual language environment does not disadvantage young children with autism in the early stages of language development. Study limitations and research and clinical implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 [article] Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Kaori OHASHI J., Auteur ; Pat MIRENDA, Auteur ; Stefka MARINOVA-TODD, Auteur ; Catherine HAMBLY, Auteur ; Eric FOMBONNE, Auteur ; Peter SZATMARI, Auteur ; Susan E. BRYSON, Auteur ; Wendy ROBERTS, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Ann THOMPSON, Auteur ; THE PATHWAYS IN ASD STUDY TEAM, Auteur . - 2012 . - p.890-897. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.890-897 Mots-clés : Autism spectrum disorder  Language development  Bilingual  Monolingual Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare a group of recently diagnosed bilingual-exposed children with autism (n = 20) aged 24–52 months with a matched group of monolingual-exposed children with autism (n = 40). The groups were matched with regard to chronological age at the time of language assessment and nonverbal IQ score, then compared with regard to the severity of children's autism-related communication impairment, age of first words, age of first phrases, receptive language scores, expressive language scores, and functional communication scores. Univariate ANOVAs were performed for autism-related communication impairment, age of first words, and age of first phrases. A MANCOVA, with the total number of speech-language and applied behavior analysis intervention hours entered as a covariate, was performed on the remaining dependent variables. No statistically significant differences between the two groups on any of the language measures were observed. The results suggest that a bilingual language environment does not disadvantage young children with autism in the early stages of language development. Study limitations and research and clinical implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150

Early gross motor skills predict the subsequent development of language in children with autism spectrum disorder / Rachael BEDFORD in Autism Research, 9-9 (September 2016)  

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Longitudinal development of language and fine motor skills is correlated, but not coupled, in a childhood atypical cohort / Marie K. DESERNO in Autism, 27-1 (January 2023)  

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Naturalistic parent–child reading frequency and language development in toddlers with and without autism / Janine MATHEE-SCOTT in Autism & Developmental Language Impairments, 7 (January-December 2022)  

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Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism / Rachel R. ROMEO in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

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Predicting the rate of language development from early motor skills in at-risk infants who develop autism spectrum disorder / Hayley C. LEONARD in Research in Autism Spectrum Disorders, 13-14 (May 2015)  

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