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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 Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial / G. WEST in Journal of Child Psychology and Psychiatry, 62-12 (December 2021)
[article]
Titre : Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : G. WEST, Auteur ; M. J. SNOWLING, Auteur ; A. LERVAG, Auteur ; E. BUCHANAN-WORSTER, Auteur ; M. DUTA, Auteur ; A. HALL, Auteur ; H. MCLACHLAN, Auteur ; C. HULME, Auteur Article en page(s) : p.1425-1434 Langues : Anglais (eng) Mots-clés : Child Early Intervention, Educational Humans Language Language Development Disorders Language Tests Schools Rct education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N?=?5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d?=?.26) and on the school-administered automated assessment of receptive and expressive language skills (d?=?.32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434[article] Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial [Texte imprimé et/ou numérique] / G. WEST, Auteur ; M. J. SNOWLING, Auteur ; A. LERVAG, Auteur ; E. BUCHANAN-WORSTER, Auteur ; M. DUTA, Auteur ; A. HALL, Auteur ; H. MCLACHLAN, Auteur ; C. HULME, Auteur . - p.1425-1434.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434
Mots-clés : Child Early Intervention, Educational Humans Language Language Development Disorders Language Tests Schools Rct education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N?=?5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d?=?.26) and on the school-administered automated assessment of receptive and expressive language skills (d?=?.32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 Brief Report: Linguistic Mazes and Perseverations in School-Age Boys with Fragile X Syndrome and Autism Spectrum Disorder and Relationships with Maternal Maze Use / N. MALTMAN in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
[article]
Titre : Brief Report: Linguistic Mazes and Perseverations in School-Age Boys with Fragile X Syndrome and Autism Spectrum Disorder and Relationships with Maternal Maze Use Type de document : Texte imprimé et/ou numérique Auteurs : N. MALTMAN, Auteur ; L. FRIEDMAN, Auteur ; E. LORANG, Auteur ; A. STERLING, Auteur Article en page(s) : p.897-907 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Fragile X Syndrome Humans Language Tests Linguistics Male Schools Autism spectrum disorder Fragile X syndrome Linguistic mazes Parent–child associations Perseveration Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) and fragile X syndrome (FXS) are neurodevelopmental disorders with overlapping pragmatic language impairments. Prior work suggests pragmatic language differences may run in families. This study examined specific pragmatic difficulties (i.e., linguistic mazes and perseverations) in boys (9-18 years) with idiopathic ASD (n?=?26) and FXS+ASD (n?=?29), and relationships with maternal maze use. Language samples were obtained separately for boys and mothers. Nonparametric analyses suggested that boys largely did not differ in their rates of mazes, but that boys with FXS+ASD exhibited more perseverations. Mazes were correlated between fragile X dyads. Maternal mazes were correlated with child perseverations among idiopathic ASD dyads. These findings have implications for the etiological significance of ASD-related language phenotypes. En ligne : http://dx.doi.org/10.1007/s10803-021-04981-2 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.897-907[article] Brief Report: Linguistic Mazes and Perseverations in School-Age Boys with Fragile X Syndrome and Autism Spectrum Disorder and Relationships with Maternal Maze Use [Texte imprimé et/ou numérique] / N. MALTMAN, Auteur ; L. FRIEDMAN, Auteur ; E. LORANG, Auteur ; A. STERLING, Auteur . - p.897-907.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.897-907
Mots-clés : Autism Spectrum Disorder Fragile X Syndrome Humans Language Tests Linguistics Male Schools Autism spectrum disorder Fragile X syndrome Linguistic mazes Parent–child associations Perseveration Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) and fragile X syndrome (FXS) are neurodevelopmental disorders with overlapping pragmatic language impairments. Prior work suggests pragmatic language differences may run in families. This study examined specific pragmatic difficulties (i.e., linguistic mazes and perseverations) in boys (9-18 years) with idiopathic ASD (n?=?26) and FXS+ASD (n?=?29), and relationships with maternal maze use. Language samples were obtained separately for boys and mothers. Nonparametric analyses suggested that boys largely did not differ in their rates of mazes, but that boys with FXS+ASD exhibited more perseverations. Mazes were correlated between fragile X dyads. Maternal mazes were correlated with child perseverations among idiopathic ASD dyads. These findings have implications for the etiological significance of ASD-related language phenotypes. En ligne : http://dx.doi.org/10.1007/s10803-021-04981-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Identifying Areas of Overlap and Distinction in Early Lexical Profiles of Children with Autism Spectrum Disorder, Late Talkers, and Typical Talkers / E. JIMÉNEZ in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
[article]
Titre : Identifying Areas of Overlap and Distinction in Early Lexical Profiles of Children with Autism Spectrum Disorder, Late Talkers, and Typical Talkers Type de document : Texte imprimé et/ou numérique Auteurs : E. JIMÉNEZ, Auteur ; Eileen HAEBIG, Auteur ; T. T. HILLS, Auteur Article en page(s) : p.3109-3125 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Child Child Language Humans Language Development Disorders/diagnosis Language Tests Vocabulary Autism spectrum disorder Late talkers Semantic categories Syntactic class Index. décimale : PER Périodiques Résumé : This study compares the lexical composition of 118 children with autism spectrum disorder (ASD) aged 12 to 84 months with 4626 vocabulary-matched typically developing toddlers with and without language delay, aged 8 to 30 months. Children with ASD and late talkers showed a weaker noun bias. Additionally, differences were identified in the proportion of nouns and verbs, and in the semantic categories of animals, toys, household items and vehicles. Most differences appear to reflect the extent of the age differences between the groups. However, children with ASD produced fewer high-social verbs than typical talkers and late talkers, a difference that might be associated with ASD features. In sum, our findings identified areas of overlap and distinction across the developing lexical profiles. En ligne : http://dx.doi.org/10.1007/s10803-020-04772-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3109-3125[article] Identifying Areas of Overlap and Distinction in Early Lexical Profiles of Children with Autism Spectrum Disorder, Late Talkers, and Typical Talkers [Texte imprimé et/ou numérique] / E. JIMÉNEZ, Auteur ; Eileen HAEBIG, Auteur ; T. T. HILLS, Auteur . - p.3109-3125.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3109-3125
Mots-clés : Autism Spectrum Disorder/diagnosis Child Child Language Humans Language Development Disorders/diagnosis Language Tests Vocabulary Autism spectrum disorder Late talkers Semantic categories Syntactic class Index. décimale : PER Périodiques Résumé : This study compares the lexical composition of 118 children with autism spectrum disorder (ASD) aged 12 to 84 months with 4626 vocabulary-matched typically developing toddlers with and without language delay, aged 8 to 30 months. Children with ASD and late talkers showed a weaker noun bias. Additionally, differences were identified in the proportion of nouns and verbs, and in the semantic categories of animals, toys, household items and vehicles. Most differences appear to reflect the extent of the age differences between the groups. However, children with ASD produced fewer high-social verbs than typical talkers and late talkers, a difference that might be associated with ASD features. In sum, our findings identified areas of overlap and distinction across the developing lexical profiles. En ligne : http://dx.doi.org/10.1007/s10803-020-04772-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 Second-Order False Beliefs and Linguistic Recursion in Autism Spectrum Disorder / Irina POLYANSKAYA in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
[article]
Titre : Second-Order False Beliefs and Linguistic Recursion in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Irina POLYANSKAYA, Auteur ; Inge-Marie EIGSTI, Auteur ; Torben BRAUNER, Auteur ; Patrick BLACKBURN, Auteur Article en page(s) : p.3991-4006 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/diagnosis Child Female Humans Language Language Tests Linguistics Vocabulary Compositional semantics Second-order false belief Sentential complementation Theory of mind Verbal mediation Index. décimale : PER Périodiques Résumé : This study investigates the role of recursive language and working memory (WM) in second-order false belief skills in Danish-speaking children with autism spectrum disorder (ASD; n=62; 8 females) and typical development (n=41; 15 females), ages 6-16. Second-order false belief skills correlated with receptive grammar, vocabulary, and age; sentential complement production predicted second-order false beliefs, controlling for age, receptive grammar and WM. Regressions showed that second-order false belief was associated with age across groups, but with sentential complements in the ASD group only. Second-order false belief skills improved in children who received training in either recursive phrases (d=0.21) or WM (d=0.74), compared to an active control group. Results suggest that false belief skills are entwined with both linguistic and executive functions. En ligne : http://dx.doi.org/10.1007/s10803-021-05277-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3991-4006[article] Second-Order False Beliefs and Linguistic Recursion in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Irina POLYANSKAYA, Auteur ; Inge-Marie EIGSTI, Auteur ; Torben BRAUNER, Auteur ; Patrick BLACKBURN, Auteur . - p.3991-4006.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3991-4006
Mots-clés : Adolescent Autism Spectrum Disorder/diagnosis Child Female Humans Language Language Tests Linguistics Vocabulary Compositional semantics Second-order false belief Sentential complementation Theory of mind Verbal mediation Index. décimale : PER Périodiques Résumé : This study investigates the role of recursive language and working memory (WM) in second-order false belief skills in Danish-speaking children with autism spectrum disorder (ASD; n=62; 8 females) and typical development (n=41; 15 females), ages 6-16. Second-order false belief skills correlated with receptive grammar, vocabulary, and age; sentential complement production predicted second-order false beliefs, controlling for age, receptive grammar and WM. Regressions showed that second-order false belief was associated with age across groups, but with sentential complements in the ASD group only. Second-order false belief skills improved in children who received training in either recursive phrases (d=0.21) or WM (d=0.74), compared to an active control group. Results suggest that false belief skills are entwined with both linguistic and executive functions. En ligne : http://dx.doi.org/10.1007/s10803-021-05277-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Peabody Picture Vocabulary Test: Proxy for Verbal IQ in Genetic Studies of Autism Spectrum Disorder / Kate E. KRASILEVA in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
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