10 recherche sur le mot-clé 'Language acquisition'

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

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.681-691 Titre : Language acquisition in autism spectrum disorders: A developmental review Type de document : Texte imprimé et/ou numérique Auteurs : Inge-Marie EIGSTI, Auteur ; Ashley B. DE MARCHENA, Auteur ; Jillian M. SCHUH, Auteur ; Elizabeth KELLEY, Auteur Année de publication : 2011 Article en page(s) : p.681-691 Langues : Anglais (eng) Mots-clés : Autism  Language acquisition  Development  Review Index. décimale : PER Périodiques Résumé : This paper reviews the complex literature on language acquisition in the autism spectrum disorders (ASD). Because of the high degree of interest in ASD in the past decade, the field has been changing rapidly, with progress in both basic science and applied clinical areas. In addition, psycholinguistically-trained researchers have increasingly begun to test theories of language acquisition in studies of ASD, because it is characterized by meaningful differences in ability across a wide range of language, social, and cognitive domains. As such, ASD has served as a “natural laboratory” in which to explore a variety of theories of language acquisition. We provide an overview of the current state of knowledge of language acquisition in autism spectrum disorders, also noting gaps in our current knowledge. We also review implications of this work for theories of typical language acquisition, and discuss some promising future directions. While the pragmatic deficits that characterize autism spectrum disorders are widely acknowledged, both clinicians and researchers should consider the phonological and morphosyntactic differences that likely play an important role in language comprehension and production for affected children. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Language acquisition in autism spectrum disorders: A developmental review [Texte imprimé et/ou numérique] / Inge-Marie EIGSTI, Auteur ; Ashley B. DE MARCHENA, Auteur ; Jillian M. SCHUH, Auteur ; Elizabeth KELLEY, Auteur . - 2011 . - p.681-691. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.681-691 Mots-clés : Autism  Language acquisition  Development  Review Index. décimale : PER Périodiques Résumé : This paper reviews the complex literature on language acquisition in the autism spectrum disorders (ASD). Because of the high degree of interest in ASD in the past decade, the field has been changing rapidly, with progress in both basic science and applied clinical areas. In addition, psycholinguistically-trained researchers have increasingly begun to test theories of language acquisition in studies of ASD, because it is characterized by meaningful differences in ability across a wide range of language, social, and cognitive domains. As such, ASD has served as a “natural laboratory” in which to explore a variety of theories of language acquisition. We provide an overview of the current state of knowledge of language acquisition in autism spectrum disorders, also noting gaps in our current knowledge. We also review implications of this work for theories of typical language acquisition, and discuss some promising future directions. While the pragmatic deficits that characterize autism spectrum disorders are widely acknowledged, both clinicians and researchers should consider the phonological and morphosyntactic differences that likely play an important role in language comprehension and production for affected children. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Visual Traces of Language Acquisition in Toddlers with Autism Spectrum Disorder During the Second Year of Life / Serene HABAYEB in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2519-2530 Titre : Visual Traces of Language Acquisition in Toddlers with Autism Spectrum Disorder During the Second Year of Life Type de document : Texte imprimé et/ou numérique Auteurs : Serene HABAYEB, Auteur ; T. TSANG, Auteur ; Celine A. SAULNIER, Auteur ; C. KLAIMAN, Auteur ; W. JONES, Auteur ; A. KLIN, Auteur ; L. A. EDWARDS, Auteur Article en page(s) : p.2519-2530 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/complications  Child Development  Child, Preschool  Cross-Sectional Studies  Eye Movements  Face  Humans  Infant  Language  Language Development  Male  Visual Perception  Autism spectrum disorder  Eye-tracking  Heterogeneity  Infant development  Language acquisition  Social visual engagement Index. décimale : PER Périodiques Résumé : Infants show shifting patterns of visual engagement to faces over the first years of life. To explore the adaptive implications of this engagement, we collected eye-tracking measures on cross-sectional samples of 10-25-month-old typically developing toddlers (TD;N?=?28) and those with autism spectrum disorder (ASD;N?=?54). Concurrent language assessments were conducted and relationships between visual engagement and expressive and receptive language were analyzed between groups, and within ASD subgroups. TD and ASD toddlers exhibited greater mouth- than eye-looking, with TD exhibiting higher levels of mouth-looking than ASD. Mouth-looking was positively associated with expressive language in TD toddlers, and in ASD toddlers who had acquired first words. Mouth-looking was unrelated to expressive language in ASD toddlers who had not yet acquired first words. En ligne : http://dx.doi.org/10.1007/s10803-020-04730-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Visual Traces of Language Acquisition in Toddlers with Autism Spectrum Disorder During the Second Year of Life [Texte imprimé et/ou numérique] / Serene HABAYEB, Auteur ; T. TSANG, Auteur ; Celine A. SAULNIER, Auteur ; C. KLAIMAN, Auteur ; W. JONES, Auteur ; A. KLIN, Auteur ; L. A. EDWARDS, Auteur . - p.2519-2530. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2519-2530 Mots-clés : Autism Spectrum Disorder/complications  Child Development  Child, Preschool  Cross-Sectional Studies  Eye Movements  Face  Humans  Infant  Language  Language Development  Male  Visual Perception  Autism spectrum disorder  Eye-tracking  Heterogeneity  Infant development  Language acquisition  Social visual engagement Index. décimale : PER Périodiques Résumé : Infants show shifting patterns of visual engagement to faces over the first years of life. To explore the adaptive implications of this engagement, we collected eye-tracking measures on cross-sectional samples of 10-25-month-old typically developing toddlers (TD;N?=?28) and those with autism spectrum disorder (ASD;N?=?54). Concurrent language assessments were conducted and relationships between visual engagement and expressive and receptive language were analyzed between groups, and within ASD subgroups. TD and ASD toddlers exhibited greater mouth- than eye-looking, with TD exhibiting higher levels of mouth-looking than ASD. Mouth-looking was positively associated with expressive language in TD toddlers, and in ASD toddlers who had acquired first words. Mouth-looking was unrelated to expressive language in ASD toddlers who had not yet acquired first words. En ligne : http://dx.doi.org/10.1007/s10803-020-04730-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder / M. Alice SHILLINGSBURG in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.44-56 Titre : Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Richard K. PETERMAN, Auteur ; Mathew D. GAYMAN, Auteur Article en page(s) : p.44-56 Langues : Anglais (eng) Mots-clés : autism  Direct Instruction  language acquisition Index. décimale : PER Périodiques Résumé : Many children diagnosed with autism spectrum disorder (ASD) exhibit difficulties with complex language and social communication. Direct Instruction (DI) is an empirically supported curriculum designed to teach complex language skills to children with and at risk of learning disabilities. Only recently, the effectiveness of DI has been evaluated among children with autism. The present study evaluated the effectiveness of the DI Language for Learning curriculum among 18 children diagnosed with ASD. Immediate post-intervention language scores on curriculum post-tests were significantly higher than pre-intervention scores and remained significantly higher than pre-intervention scores up to 6 to 8 months following the intervention. Comparing language skills across groups, children already exposed to the intervention exhibited significantly higher language skills than their non-exposed waitlist counterparts. En ligne : http://dx.doi.org/10.1177/1088357614532498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Richard K. PETERMAN, Auteur ; Mathew D. GAYMAN, Auteur . - p.44-56. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.44-56 Mots-clés : autism  Direct Instruction  language acquisition Index. décimale : PER Périodiques Résumé : Many children diagnosed with autism spectrum disorder (ASD) exhibit difficulties with complex language and social communication. Direct Instruction (DI) is an empirically supported curriculum designed to teach complex language skills to children with and at risk of learning disabilities. Only recently, the effectiveness of DI has been evaluated among children with autism. The present study evaluated the effectiveness of the DI Language for Learning curriculum among 18 children diagnosed with ASD. Immediate post-intervention language scores on curriculum post-tests were significantly higher than pre-intervention scores and remained significantly higher than pre-intervention scores up to 6 to 8 months following the intervention. Comparing language skills across groups, children already exposed to the intervention exhibited significantly higher language skills than their non-exposed waitlist counterparts. En ligne : http://dx.doi.org/10.1177/1088357614532498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Longitudinal Analyses of Expressive Language Development Reveal Two Distinct Language Profiles Among Young Children with Autism Spectrum Disorders / Saime TEK in Journal of Autism and Developmental Disorders, 44-1 (January 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.75-89 Titre : Longitudinal Analyses of Expressive Language Development Reveal Two Distinct Language Profiles Among Young Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Saime TEK, Auteur ; Laura MESITE, Auteur ; Deborah A. FEIN, Auteur ; Letitia NAIGLES, Auteur Article en page(s) : p.75-89 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Language acquisition  Morphology and syntax Index. décimale : PER Périodiques Résumé : Although children with Autism spectrum disorders (ASD) show significant variation in language skills, research on what type(s) of language profiles they demonstrate has been limited. Using growth-curve analyses, we investigated how different groups of young children with ASD show increases in the size of their lexicon, morpho-syntactic production as measured by Brown’s 14 grammatical morphemes, and wh-question complexity, compared to TD children, across six time points. Children with ASD who had higher verbal skills were comparable to TD children on most language measures, whereas the children with ASD who had low verbal skills had flatter trajectories in most language measures. Thus, two distinct language profiles emerged for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1853-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 [article] Longitudinal Analyses of Expressive Language Development Reveal Two Distinct Language Profiles Among Young Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Saime TEK, Auteur ; Laura MESITE, Auteur ; Deborah A. FEIN, Auteur ; Letitia NAIGLES, Auteur . - p.75-89. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.75-89 Mots-clés : Autism spectrum disorders  Language acquisition  Morphology and syntax Index. décimale : PER Périodiques Résumé : Although children with Autism spectrum disorders (ASD) show significant variation in language skills, research on what type(s) of language profiles they demonstrate has been limited. Using growth-curve analyses, we investigated how different groups of young children with ASD show increases in the size of their lexicon, morpho-syntactic production as measured by Brown’s 14 grammatical morphemes, and wh-question complexity, compared to TD children, across six time points. Children with ASD who had higher verbal skills were comparable to TD children on most language measures, whereas the children with ASD who had low verbal skills had flatter trajectories in most language measures. Thus, two distinct language profiles emerged for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1853-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220

The use of formal language as a strong sign of verbal autistic children in diglossic communities: The case of Arabic / Konstantinos FRANCIS in Autism Research, 17-12 (December 2024)  

Public ISBD [article]  inAutism Research > 17-12 (December 2024) . - p.2579-2587 Titre : The use of formal language as a strong sign of verbal autistic children in diglossic communities: The case of Arabic Type de document : Texte imprimé et/ou numérique Auteurs : Konstantinos FRANCIS, Auteur ; Nasser ALSHAMMARI, Auteur ; Nailah ALSULAIHIM, Auteur ; Suja ABOUKHAMSEEN, Auteur ; Mohammad EL DARDIRI, Auteur ; Fawzeiah ALRASHIDI, Auteur ; Hashem Almutaz RIDHA, Auteur ; Mada AL-HASSAN, Auteur ; Arhonto TERZI, Auteur Article en page(s) : p.2579-2587 Langues : Anglais (eng) Mots-clés : ASD screening  diglossia  idiosyncratic language  language acquisition Index. décimale : PER Périodiques Résumé : Abstract The current study aimed to investigate whether the use of formal language (Modern Standard Arabic [MSA]) by young children in diglossic Arab communities offers diagnostic insights, especially for verbal autistic children and to further explore this phenomenon. We used a cohort study design, with 4?6-year-old fluent first language Arabic-speaking children attending Arabic Kindergartens in two representative Kuwait governates. Reported cases for MSA use were assessed via a computer-based structured language test and corroborated cases were further assessed for exposure to sources of MSA, verbal IQ, temperamental characteristics, and autism spectrum disorder (ASD). Four children from the same class without developmental difficulties were selected for each MSA user as control group. The frequency of MSA use among verbal pre-schoolers was 0.46%. Use of MSA did not correlate with parents' education, amount of exposure to MSA, verbal IQ, but with severity of ASD. Predicted probability of ASD in the presence of MSA was 0.86. Executive functions of ASD-MSA users were similar to those of the control group and significantly higher than unselected autistic peers in the literature. The use of MSA has the potential to serve as a strong sign for the diagnosis of verbal autistic children, often missed or delayed in being diagnosed. We also discuss strategies via which language is acquired in ASD. En ligne : https://dx.doi.org/10.1002/aur.3237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] The use of formal language as a strong sign of verbal autistic children in diglossic communities: The case of Arabic [Texte imprimé et/ou numérique] / Konstantinos FRANCIS, Auteur ; Nasser ALSHAMMARI, Auteur ; Nailah ALSULAIHIM, Auteur ; Suja ABOUKHAMSEEN, Auteur ; Mohammad EL DARDIRI, Auteur ; Fawzeiah ALRASHIDI, Auteur ; Hashem Almutaz RIDHA, Auteur ; Mada AL-HASSAN, Auteur ; Arhonto TERZI, Auteur . - p.2579-2587. Langues : Anglais (eng) in Autism Research > 17-12 (December 2024) . - p.2579-2587 Mots-clés : ASD screening  diglossia  idiosyncratic language  language acquisition Index. décimale : PER Périodiques Résumé : Abstract The current study aimed to investigate whether the use of formal language (Modern Standard Arabic [MSA]) by young children in diglossic Arab communities offers diagnostic insights, especially for verbal autistic children and to further explore this phenomenon. We used a cohort study design, with 4?6-year-old fluent first language Arabic-speaking children attending Arabic Kindergartens in two representative Kuwait governates. Reported cases for MSA use were assessed via a computer-based structured language test and corroborated cases were further assessed for exposure to sources of MSA, verbal IQ, temperamental characteristics, and autism spectrum disorder (ASD). Four children from the same class without developmental difficulties were selected for each MSA user as control group. The frequency of MSA use among verbal pre-schoolers was 0.46%. Use of MSA did not correlate with parents' education, amount of exposure to MSA, verbal IQ, but with severity of ASD. Predicted probability of ASD in the presence of MSA was 0.86. Executive functions of ASD-MSA users were similar to those of the control group and significantly higher than unselected autistic peers in the literature. The use of MSA has the potential to serve as a strong sign for the diagnosis of verbal autistic children, often missed or delayed in being diagnosed. We also discuss strategies via which language is acquired in ASD. En ligne : https://dx.doi.org/10.1002/aur.3237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD / Jessica MAYO in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

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Enhanced pitch discrimination in autistic children with unexpected bilingualism / Marie BELENGER ; Inge-Marie EIGSTI ; Mikhail KISSINE in Autism Research, 17-9 (September 2024)  

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Interpretation of Logical Words in Mandarin-Speaking Children with Autism Spectrum Disorders: Uncovering Knowledge of Semantics and Pragmatics / Yi SU in Journal of Autism and Developmental Disorders, 45-7 (July 2015)  

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Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders / Yi SU in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

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Word imageability is associated with expressive vocabulary in children with autism spectrum disorder / Kimberly R. LIN in Autism & Developmental Language Impairments, 7 (January-December 2022)  

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