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Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales / Liselotte KJELLMER in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales Type de document : Texte imprimé et/ou numérique Auteurs : Liselotte KJELLMER, Auteur ; Asa HEDVALL, Auteur ; Anette HOLM, Auteur ; Elisabeth FERNELL, Auteur ; Christopher GILLBERG, Auteur ; Fritjof NORRELGEN, Auteur Année de publication : 2012 Article en page(s) : p.1119-1125 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Language comprehension Reynell Developmental Language Scales Preschool children Index. décimale : PER Périodiques Résumé : This study aimed to (a) assess language comprehension in children with autism spectrum disorders (ASD) without intellectual disability, (b) assess differences between ASD diagnostic subgroups, and (c) analyze the relationship between language comprehension and performance and verbal IQ, respectively. The 94 participants (83 boys, 11 girls; 4:0–6:8 years) were a subgroup of a large cohort of 208 Swedish preschool children with ASD that had been followed longitudinally over 2 years. The Comprehension Scale of the Reynell Developmental Language Scales III (RDLS) was used at follow-up to assess language comprehension. Results revealed a delay in the development of language comprehension as well as high variability within the group as a whole. The Asperger syndrome and the Autistic feature groups performed within the normal range whereas the PDD-NOS and the Autistic disorder groups performed at the lower boundary of the normal range. However, importantly, 38% or more of the children showed results in the impaired range (i.e., <10th percentile) regardless of ASD type. Explained variance in language comprehension scores were 10% for non-verbal and 41% for verbal IQ. Many children with ASD without intellectual disability may have difficulties comprehending instructions in the classroom and in other everyday situations. The results highlight the need for detailed linguistic assessment of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1119-1125[article] Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales [Texte imprimé et/ou numérique] / Liselotte KJELLMER, Auteur ; Asa HEDVALL, Auteur ; Anette HOLM, Auteur ; Elisabeth FERNELL, Auteur ; Christopher GILLBERG, Auteur ; Fritjof NORRELGEN, Auteur . - 2012 . - p.1119-1125.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1119-1125
Mots-clés : Autism spectrum disorder Language comprehension Reynell Developmental Language Scales Preschool children Index. décimale : PER Périodiques Résumé : This study aimed to (a) assess language comprehension in children with autism spectrum disorders (ASD) without intellectual disability, (b) assess differences between ASD diagnostic subgroups, and (c) analyze the relationship between language comprehension and performance and verbal IQ, respectively. The 94 participants (83 boys, 11 girls; 4:0–6:8 years) were a subgroup of a large cohort of 208 Swedish preschool children with ASD that had been followed longitudinally over 2 years. The Comprehension Scale of the Reynell Developmental Language Scales III (RDLS) was used at follow-up to assess language comprehension. Results revealed a delay in the development of language comprehension as well as high variability within the group as a whole. The Asperger syndrome and the Autistic feature groups performed within the normal range whereas the PDD-NOS and the Autistic disorder groups performed at the lower boundary of the normal range. However, importantly, 38% or more of the children showed results in the impaired range (i.e., <10th percentile) regardless of ASD type. Explained variance in language comprehension scores were 10% for non-verbal and 41% for verbal IQ. Many children with ASD without intellectual disability may have difficulties comprehending instructions in the classroom and in other everyday situations. The results highlight the need for detailed linguistic assessment of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 Language comprehension of children with Asperger's disorder and children with autistic disorder / Yueh-Hsien LIN in Research in Autism Spectrum Disorders, 8-7 (July 2014)
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Titre : Language comprehension of children with Asperger's disorder and children with autistic disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yueh-Hsien LIN, Auteur ; Hsu-Min CHIANG, Auteur Article en page(s) : p.767-774 Langues : Anglais (eng) Mots-clés : Asperger's disorder Autistic disorder Typical development Language comprehension Mandarin Token Test Middle childhood Index. décimale : PER Périodiques Résumé : Abstract This study investigated language comprehension of Mandarin-speaking children with Asperger's disorder (AspD) (n = 88) and children with autistic disorder (AD) (n = 136) and compared their language comprehension to that of children with typical development (TD) (n = 832). The Mandarin Token Test was used in this study. This study found that (a) when IQ was not controlled, children with AspD showed higher language comprehension than did children with AD. But, when IQ was controlled, there was no significant difference between the two groups; (b) children with AspD did not differ from children with TD in language comprehension; (c) gender difference was found in the AspD group at the middle childhood age level (10–12 years). En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.767-774[article] Language comprehension of children with Asperger's disorder and children with autistic disorder [Texte imprimé et/ou numérique] / Yueh-Hsien LIN, Auteur ; Hsu-Min CHIANG, Auteur . - p.767-774.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.767-774
Mots-clés : Asperger's disorder Autistic disorder Typical development Language comprehension Mandarin Token Test Middle childhood Index. décimale : PER Périodiques Résumé : Abstract This study investigated language comprehension of Mandarin-speaking children with Asperger's disorder (AspD) (n = 88) and children with autistic disorder (AD) (n = 136) and compared their language comprehension to that of children with typical development (TD) (n = 832). The Mandarin Token Test was used in this study. This study found that (a) when IQ was not controlled, children with AspD showed higher language comprehension than did children with AD. But, when IQ was controlled, there was no significant difference between the two groups; (b) children with AspD did not differ from children with TD in language comprehension; (c) gender difference was found in the AspD group at the middle childhood age level (10–12 years). En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 Improving language comprehension in preschool children with language difficulties: a cluster randomized trial / Åste M. HAGEN in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
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Titre : Improving language comprehension in preschool children with language difficulties: a cluster randomized trial Type de document : Texte imprimé et/ou numérique Auteurs : Åste M. HAGEN, Auteur ; Monica MELBY-LERVÅG, Auteur ; Arne LERVAG, Auteur Article en page(s) : p.1132-1140 Langues : Anglais (eng) Mots-clés : Language difficulties vocabulary language comprehension randomized trial Index. décimale : PER Périodiques Résumé : Background Children with language comprehension difficulties are at risk of educational and social problems, which in turn impede employment prospects in adulthood. However, few randomized trials have examined how such problems can be ameliorated during the preschool years. Methods We conducted a cluster randomized trial in 148 preschool classrooms. Our intervention targeted language comprehension skills and lasted 1 year and 1 month, with five blocks of 6 weeks and intervention three times per week (about 75 min per week). Effects were assessed on a range of measures of language performance. Results Immediately after the intervention, there were moderate effects on both near, intermediate and distal measures of language performance. At delayed follow-up (7 months after the intervention), these reliable effects remained for the distal measures. Conclusions It is possible to intervene in classroom settings to improve the language comprehension skills of children with language difficulties. However, it appears that such interventions need to be intensive and prolonged. En ligne : http://dx.doi.org/10.1111/jcpp.12762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1132-1140[article] Improving language comprehension in preschool children with language difficulties: a cluster randomized trial [Texte imprimé et/ou numérique] / Åste M. HAGEN, Auteur ; Monica MELBY-LERVÅG, Auteur ; Arne LERVAG, Auteur . - p.1132-1140.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1132-1140
Mots-clés : Language difficulties vocabulary language comprehension randomized trial Index. décimale : PER Périodiques Résumé : Background Children with language comprehension difficulties are at risk of educational and social problems, which in turn impede employment prospects in adulthood. However, few randomized trials have examined how such problems can be ameliorated during the preschool years. Methods We conducted a cluster randomized trial in 148 preschool classrooms. Our intervention targeted language comprehension skills and lasted 1 year and 1 month, with five blocks of 6 weeks and intervention three times per week (about 75 min per week). Effects were assessed on a range of measures of language performance. Results Immediately after the intervention, there were moderate effects on both near, intermediate and distal measures of language performance. At delayed follow-up (7 months after the intervention), these reliable effects remained for the distal measures. Conclusions It is possible to intervene in classroom settings to improve the language comprehension skills of children with language difficulties. However, it appears that such interventions need to be intensive and prolonged. En ligne : http://dx.doi.org/10.1111/jcpp.12762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Language Abilities of Russian Primary-School-Aged Children with Autism Spectrum Disorder: Evidence from Comprehensive Assessment / V. ARUTIUNIAN in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
[article]
Titre : Language Abilities of Russian Primary-School-Aged Children with Autism Spectrum Disorder: Evidence from Comprehensive Assessment Type de document : Texte imprimé et/ou numérique Auteurs : V. ARUTIUNIAN, Auteur ; A. LOPUKHINA, Auteur ; A. MINNIGULOVA, Auteur ; A. SHLYAKHOVA, Auteur ; E. DAVYDOVA, Auteur ; D. PEREVERZEVA, Auteur ; A. SOROKIN, Auteur ; S. TYUSHKEVICH, Auteur ; U. MAMOKHINA, Auteur ; K. DANILINA, Auteur ; O. DRAGOY, Auteur Article en page(s) : p.584-599 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Child Humans Language Language Development Disorders/diagnosis Language Tests Schools Autism Spectrum Disorder Language abilities Language comprehension Language production Russian Index. décimale : PER Périodiques Résumé : The purpose of the present research was to comprehensively assess the language abilities of Russian primary-school-aged children with Autism Spectrum Disorder (ASD), varying in non-verbal IQ, at all linguistic levels (phonology, lexicon, morphosyntax, and discourse) in production and comprehension. Yet, the influence of such non-language factors as children's age, the severity of autistic traits, and non-verbal IQ on language functioning was studied. Our results indicate a high variability of language skills in children with ASD (from normal to impaired) which is in line with the previous studies. Interestingly, the number of children with normal language abilities was related to the linguistic levels: according to more complex morphosyntax and discourse tests, fewer children with ASD were within the normal range unlike the results in simpler phonological and lexical tests. Importantly, we found that language abilities were best predicted by non-verbal IQ but were independent from age and the severity of autistic traits. The findings support the claim that formal language assessment of children with ASD needs to include all linguistic levels, from phonology to discourse, for helping speech-language therapists to choose an appropriate therapy target. En ligne : http://dx.doi.org/10.1007/s10803-021-04967-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.584-599[article] Language Abilities of Russian Primary-School-Aged Children with Autism Spectrum Disorder: Evidence from Comprehensive Assessment [Texte imprimé et/ou numérique] / V. ARUTIUNIAN, Auteur ; A. LOPUKHINA, Auteur ; A. MINNIGULOVA, Auteur ; A. SHLYAKHOVA, Auteur ; E. DAVYDOVA, Auteur ; D. PEREVERZEVA, Auteur ; A. SOROKIN, Auteur ; S. TYUSHKEVICH, Auteur ; U. MAMOKHINA, Auteur ; K. DANILINA, Auteur ; O. DRAGOY, Auteur . - p.584-599.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.584-599
Mots-clés : Autism Spectrum Disorder/diagnosis Child Humans Language Language Development Disorders/diagnosis Language Tests Schools Autism Spectrum Disorder Language abilities Language comprehension Language production Russian Index. décimale : PER Périodiques Résumé : The purpose of the present research was to comprehensively assess the language abilities of Russian primary-school-aged children with Autism Spectrum Disorder (ASD), varying in non-verbal IQ, at all linguistic levels (phonology, lexicon, morphosyntax, and discourse) in production and comprehension. Yet, the influence of such non-language factors as children's age, the severity of autistic traits, and non-verbal IQ on language functioning was studied. Our results indicate a high variability of language skills in children with ASD (from normal to impaired) which is in line with the previous studies. Interestingly, the number of children with normal language abilities was related to the linguistic levels: according to more complex morphosyntax and discourse tests, fewer children with ASD were within the normal range unlike the results in simpler phonological and lexical tests. Importantly, we found that language abilities were best predicted by non-verbal IQ but were independent from age and the severity of autistic traits. The findings support the claim that formal language assessment of children with ASD needs to include all linguistic levels, from phonology to discourse, for helping speech-language therapists to choose an appropriate therapy target. En ligne : http://dx.doi.org/10.1007/s10803-021-04967-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism / Donna L. MURDAUGH in Autism Research, 9-1 (January 2016)
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Titre : The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Donna L. MURDAUGH, Auteur ; Hrishikesh D. DESHPANDE, Auteur ; Rajesh K. KANA, Auteur Article en page(s) : p.141-154 Langues : Anglais (eng) Mots-clés : autism intervention high imagery low-imagery language comprehension functional MRI functional connectivity reading comprehension Index. décimale : PER Périodiques Résumé : Deficits in language comprehension have been widely reported in children with autism spectrum disorders (ASD), with behavioral and neuroimaging studies finding increased reliance on visuospatial processing to aid in language comprehension. However, no study to date, has taken advantage of this strength in visuospatial processing to improve language comprehension difficulties in ASD. This study used a translational neuroimaging approach to test the role of a visual imagery-based reading intervention in improving the brain circuitry underlying language processing in children with ASD. Functional magnetic resonance imaging (MRI), in a longitudinal study design, was used to investigate intervention-related change in sentence comprehension, brain activation, and functional connectivity in three groups of participants (age 8–13 years): an experimental group of ASD children (ASD-EXP), a wait-list control group of ASD children (ASD-WLC), and a group of typically developing control children. After intervention, the ASD-EXP group showed significant increase in activity in visual and language areas and right-hemisphere language area homologues, putamen, and thalamus, suggestive of compensatory routes to increase proficiency in reading comprehension. Additionally, ASD children who had the most improvement in reading comprehension after intervention showed greater functional connectivity between left-hemisphere language areas, the middle temporal gyrus and inferior frontal gyrus while reading high imagery sentences. Thus, the findings of this study, which support the principles of dual coding theory [Paivio 2007], suggest the potential of a strength-based reading intervention in changing brain responses and facilitating better reading comprehension in ASD children. En ligne : http://dx.doi.org/10.1002/aur.1503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282
in Autism Research > 9-1 (January 2016) . - p.141-154[article] The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism [Texte imprimé et/ou numérique] / Donna L. MURDAUGH, Auteur ; Hrishikesh D. DESHPANDE, Auteur ; Rajesh K. KANA, Auteur . - p.141-154.
Langues : Anglais (eng)
in Autism Research > 9-1 (January 2016) . - p.141-154
Mots-clés : autism intervention high imagery low-imagery language comprehension functional MRI functional connectivity reading comprehension Index. décimale : PER Périodiques Résumé : Deficits in language comprehension have been widely reported in children with autism spectrum disorders (ASD), with behavioral and neuroimaging studies finding increased reliance on visuospatial processing to aid in language comprehension. However, no study to date, has taken advantage of this strength in visuospatial processing to improve language comprehension difficulties in ASD. This study used a translational neuroimaging approach to test the role of a visual imagery-based reading intervention in improving the brain circuitry underlying language processing in children with ASD. Functional magnetic resonance imaging (MRI), in a longitudinal study design, was used to investigate intervention-related change in sentence comprehension, brain activation, and functional connectivity in three groups of participants (age 8–13 years): an experimental group of ASD children (ASD-EXP), a wait-list control group of ASD children (ASD-WLC), and a group of typically developing control children. After intervention, the ASD-EXP group showed significant increase in activity in visual and language areas and right-hemisphere language area homologues, putamen, and thalamus, suggestive of compensatory routes to increase proficiency in reading comprehension. Additionally, ASD children who had the most improvement in reading comprehension after intervention showed greater functional connectivity between left-hemisphere language areas, the middle temporal gyrus and inferior frontal gyrus while reading high imagery sentences. Thus, the findings of this study, which support the principles of dual coding theory [Paivio 2007], suggest the potential of a strength-based reading intervention in changing brain responses and facilitating better reading comprehension in ASD children. En ligne : http://dx.doi.org/10.1002/aur.1503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 Toddlers with Autism Spectrum Disorder Can Use Language to Update Their Expectations About the World / A. FITCH in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
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