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The interaction of fine motor, gesture, and structural language skills: The case of autism spectrum disorder / Elise C. TAVERNA in Research in Autism Spectrum Disorders, 86 (August 2021)
[article]
Titre : The interaction of fine motor, gesture, and structural language skills: The case of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elise C. TAVERNA, Auteur ; Tania B. HUEDO-MEDINA, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : 101824 Langues : Anglais (eng) Mots-clés : Autism Motor skills Structural language Vocabulary Imitation Gesture Index. décimale : PER Périodiques Résumé : Motor skill differences have been consistently reported in individuals with ASD. Associations between motor skill and social communication skills have been reported in both typical development (TD) and autism spectrum disorder (ASD). The current study extends these findings to characterize performance on a fine motor imitation task, probing skills as a predictor of social and communicative functioning, and co-speech gesture use. These research questions were addressed by a secondary analysis of data collected during a previous study characterizing a cohort of individuals who were diagnosed with ASD in early childhood but lost the autism diagnosis (LAD) by the time of adolescence. Fine motor imitation skills were compared between 14 individuals with LAD, 15 individuals with autism spectrum disorder (ASD), and 12 typically developing (TD) individuals. LAD and TD groups had more advanced fine motor imitation skills than the ASD group, and abilities were significantly associated with ASD symptoms and amount of gesture use (though there was a counterintuitive interaction between group and fine motor skill in the LAD and TD groups only, in which lower motor skills predicted more ASD symptoms; this relationship was of a small effect size and is likely driven by the compressed range of fine motor skills in these two groups). Findings suggest that fine motor skills normalize along with social communication skills and restricted and repetitive behaviors and interests in individuals who lose the ASD diagnosis, and that individuals with better fine motor abilities produce more co-speech gesture. En ligne : https://doi.org/10.1016/j.rasd.2021.101824 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101824[article] The interaction of fine motor, gesture, and structural language skills: The case of autism spectrum disorder [Texte imprimé et/ou numérique] / Elise C. TAVERNA, Auteur ; Tania B. HUEDO-MEDINA, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur . - 101824.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101824
Mots-clés : Autism Motor skills Structural language Vocabulary Imitation Gesture Index. décimale : PER Périodiques Résumé : Motor skill differences have been consistently reported in individuals with ASD. Associations between motor skill and social communication skills have been reported in both typical development (TD) and autism spectrum disorder (ASD). The current study extends these findings to characterize performance on a fine motor imitation task, probing skills as a predictor of social and communicative functioning, and co-speech gesture use. These research questions were addressed by a secondary analysis of data collected during a previous study characterizing a cohort of individuals who were diagnosed with ASD in early childhood but lost the autism diagnosis (LAD) by the time of adolescence. Fine motor imitation skills were compared between 14 individuals with LAD, 15 individuals with autism spectrum disorder (ASD), and 12 typically developing (TD) individuals. LAD and TD groups had more advanced fine motor imitation skills than the ASD group, and abilities were significantly associated with ASD symptoms and amount of gesture use (though there was a counterintuitive interaction between group and fine motor skill in the LAD and TD groups only, in which lower motor skills predicted more ASD symptoms; this relationship was of a small effect size and is likely driven by the compressed range of fine motor skills in these two groups). Findings suggest that fine motor skills normalize along with social communication skills and restricted and repetitive behaviors and interests in individuals who lose the ASD diagnosis, and that individuals with better fine motor abilities produce more co-speech gesture. En ligne : https://doi.org/10.1016/j.rasd.2021.101824 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 I thought we were good: social cognition, figurative language, and adolescent psychopathology / Nancie IM-BOLTER in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)
[article]
Titre : I thought we were good: social cognition, figurative language, and adolescent psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Nancie IM-BOLTER, Auteur ; Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur Article en page(s) : p.724-732 Langues : Anglais (eng) Mots-clés : Social cognition structural language figurative language adolescence mental health Index. décimale : PER Périodiques Résumé : Background Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12–17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. En ligne : http://dx.doi.org/10.1111/jcpp.12067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203
in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.724-732[article] I thought we were good: social cognition, figurative language, and adolescent psychopathology [Texte imprimé et/ou numérique] / Nancie IM-BOLTER, Auteur ; Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur . - p.724-732.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.724-732
Mots-clés : Social cognition structural language figurative language adolescence mental health Index. décimale : PER Périodiques Résumé : Background Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12–17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. En ligne : http://dx.doi.org/10.1111/jcpp.12067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11 / Silvia SILLERESI in Autism Research, 13-7 (July 2020)
[article]
Titre : Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11 Type de document : Texte imprimé et/ou numérique Auteurs : Silvia SILLERESI, Auteur ; Philippe PREVOST, Auteur ; Racha ZEBIB, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Donatello CONTE, Auteur ; Laurice TULLER, Auteur Article en page(s) : p.1155-1167 Langues : Anglais (eng) Mots-clés : Asd Icd-11 cluster analysis nonverbal cognitive abilities profiles structural language Index. décimale : PER Périodiques Résumé : The new version of the International Classification of Diseases (ICD-11) mentions the existence of four different profiles in the verbal part of the Autism Spectrum Disorder (ASD), describing them as combinations of either spared or impaired functional language and intellectual abilities. The aim of the present study was to put ASD heterogeneity to the forefront by exploring whether clear profiles related to language and intellectual abilities emerge when investigation is extended to the entire spectrum, focusing on verbal children. Our study proposed a systematic investigation of both language (specifically, structural language abilities) and intellectual abilities (specifically, nonverbal cognitive abilities) in 51 6- to 12-year-old verbal children with ASD based on explicitly motivated measures. For structural language abilities, sentence repetition and nonword repetition tasks were selected; for nonverbal cognitive abilities, we chose Raven's Progressive Matrices, as well as Matrix Reasoning and Block Design from the Wechsler Scales. An integrative approach based on cluster analyses revealed five distinct profiles. Among these five profiles, all four logically possible combinations of structural language and nonverbal abilities mentioned in the ICD-11 were detected. Three profiles emerged among children with normal language abilities and two emerged among language-impaired children. Crucially, the existence of discrepant profiles of abilities suggests that children with ASD can display impaired language in presence of spared nonverbal intelligence or spared language in the presence of impaired nonverbal intelligence, reinforcing the hypothesis of the existence of a separate language module in the brain. Autism Res 2020, 13: 1155-1167. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present work put Autism Spectrum Disorder heterogeneity to the forefront by exploring whether clear profiles related to language and cognitive abilities emerge when investigation is extended to the entire spectrum (focusing on verbal children). The use of explicitly motivated measures of both language and cognitive abilities and of an unsupervised machine learning approach, the cluster analysis, (a) confirmed the existence of all four logically possible profiles evoked in the new ICD-11, (b) evoked the existence of (at least) a fifth profile of language/cognitive abilities, and (c) reinforced the hypothesis of a language module in the brain. En ligne : http://dx.doi.org/10.1002/aur.2268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Autism Research > 13-7 (July 2020) . - p.1155-1167[article] Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11 [Texte imprimé et/ou numérique] / Silvia SILLERESI, Auteur ; Philippe PREVOST, Auteur ; Racha ZEBIB, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Donatello CONTE, Auteur ; Laurice TULLER, Auteur . - p.1155-1167.
Langues : Anglais (eng)
in Autism Research > 13-7 (July 2020) . - p.1155-1167
Mots-clés : Asd Icd-11 cluster analysis nonverbal cognitive abilities profiles structural language Index. décimale : PER Périodiques Résumé : The new version of the International Classification of Diseases (ICD-11) mentions the existence of four different profiles in the verbal part of the Autism Spectrum Disorder (ASD), describing them as combinations of either spared or impaired functional language and intellectual abilities. The aim of the present study was to put ASD heterogeneity to the forefront by exploring whether clear profiles related to language and intellectual abilities emerge when investigation is extended to the entire spectrum, focusing on verbal children. Our study proposed a systematic investigation of both language (specifically, structural language abilities) and intellectual abilities (specifically, nonverbal cognitive abilities) in 51 6- to 12-year-old verbal children with ASD based on explicitly motivated measures. For structural language abilities, sentence repetition and nonword repetition tasks were selected; for nonverbal cognitive abilities, we chose Raven's Progressive Matrices, as well as Matrix Reasoning and Block Design from the Wechsler Scales. An integrative approach based on cluster analyses revealed five distinct profiles. Among these five profiles, all four logically possible combinations of structural language and nonverbal abilities mentioned in the ICD-11 were detected. Three profiles emerged among children with normal language abilities and two emerged among language-impaired children. Crucially, the existence of discrepant profiles of abilities suggests that children with ASD can display impaired language in presence of spared nonverbal intelligence or spared language in the presence of impaired nonverbal intelligence, reinforcing the hypothesis of the existence of a separate language module in the brain. Autism Res 2020, 13: 1155-1167. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present work put Autism Spectrum Disorder heterogeneity to the forefront by exploring whether clear profiles related to language and cognitive abilities emerge when investigation is extended to the entire spectrum (focusing on verbal children). The use of explicitly motivated measures of both language and cognitive abilities and of an unsupervised machine learning approach, the cluster analysis, (a) confirmed the existence of all four logically possible profiles evoked in the new ICD-11, (b) evoked the existence of (at least) a fifth profile of language/cognitive abilities, and (c) reinforced the hypothesis of a language module in the brain. En ligne : http://dx.doi.org/10.1002/aur.2268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 Is early joint attention associated with school-age pragmatic language? / Kristen GILLESPIE-LYNCH in Autism, 19-2 (February 2015)
[article]
Titre : Is early joint attention associated with school-age pragmatic language? Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Allie KHALULYAN, Auteur ; Mithi DEL ROSARIO, Auteur ; Brigid MCCARTHY, Auteur ; Lovella GOMEZ, Auteur ; Marian SIGMAN, Auteur ; Ted HUTMAN, Auteur Article en page(s) : p.168-177 Langues : Anglais (eng) Mots-clés : Autism infant siblings joint attention pragmatic language structural language Index. décimale : PER Périodiques Résumé : In order to evaluate evidence for the social–cognitive theory of joint attention, we examined relations between initiation of and response to joint attention at 12 and 18 months of age and pragmatic and structural language approximately 6 years later among children with and without autism spectrum disorder. Initiation of joint attention at 18 months was associated with structural, but not pragmatic, language for children with and without autism spectrum disorder. School-age children with autism exhibited difficulties with structural and pragmatic language relative to non-autistic siblings of children with autism and low-risk controls. No evidence of the broader autism phenotype was observed. These findings do not support the social–cognitive theory of joint attention. En ligne : http://dx.doi.org/10.1177/1362361313515094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256
in Autism > 19-2 (February 2015) . - p.168-177[article] Is early joint attention associated with school-age pragmatic language? [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Allie KHALULYAN, Auteur ; Mithi DEL ROSARIO, Auteur ; Brigid MCCARTHY, Auteur ; Lovella GOMEZ, Auteur ; Marian SIGMAN, Auteur ; Ted HUTMAN, Auteur . - p.168-177.
Langues : Anglais (eng)
in Autism > 19-2 (February 2015) . - p.168-177
Mots-clés : Autism infant siblings joint attention pragmatic language structural language Index. décimale : PER Périodiques Résumé : In order to evaluate evidence for the social–cognitive theory of joint attention, we examined relations between initiation of and response to joint attention at 12 and 18 months of age and pragmatic and structural language approximately 6 years later among children with and without autism spectrum disorder. Initiation of joint attention at 18 months was associated with structural, but not pragmatic, language for children with and without autism spectrum disorder. School-age children with autism exhibited difficulties with structural and pragmatic language relative to non-autistic siblings of children with autism and low-risk controls. No evidence of the broader autism phenotype was observed. These findings do not support the social–cognitive theory of joint attention. En ligne : http://dx.doi.org/10.1177/1362361313515094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 Oral language impairments in developmental disorders characterized by language strengths: A comparison of Asperger syndrome and nonverbal learning disabilities / M.E. STOTHERS in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Oral language impairments in developmental disorders characterized by language strengths: A comparison of Asperger syndrome and nonverbal learning disabilities Type de document : Texte imprimé et/ou numérique Auteurs : M.E. STOTHERS, Auteur ; Janis ORAM CARDY, Auteur Année de publication : 2012 Article en page(s) : p.519-534 Langues : Anglais (eng) Mots-clés : Asperger syndrome Nonverbal learning disabilities Structural language Semantics Index. décimale : PER Périodiques Résumé : Asperger syndrome (AS) and nonverbal learning disabilities (NLD) are developmental disorders in which linguistic ability is reported to be stronger than in disorders from which they must be distinguished for diagnosis. Children and adults with AS and NLD share pragmatic weaknesses, atypical social behaviours, and some cognitive features. To date, potential similarities between these disorders in oral language have not been directly examined in the literature. A review of the available research suggests that adequate structural language is another area of similarity for AS and NLD. However, systematic investigations of phonology, morphology, or syntax were not found; thus, the evidence for largely intact structural language in these disorders is indirect. The review also pointed to a common semantic profile across both disorders, characterized by strong vocabulary breadth in the face of limited depth and organization. These higher-order problems with semantics are proposed to be consistent with theoretical accounts of poor integrative abilities in AS and NLD, and to contribute to the well-documented pragmatic difficulties in these disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.519-534[article] Oral language impairments in developmental disorders characterized by language strengths: A comparison of Asperger syndrome and nonverbal learning disabilities [Texte imprimé et/ou numérique] / M.E. STOTHERS, Auteur ; Janis ORAM CARDY, Auteur . - 2012 . - p.519-534.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.519-534
Mots-clés : Asperger syndrome Nonverbal learning disabilities Structural language Semantics Index. décimale : PER Périodiques Résumé : Asperger syndrome (AS) and nonverbal learning disabilities (NLD) are developmental disorders in which linguistic ability is reported to be stronger than in disorders from which they must be distinguished for diagnosis. Children and adults with AS and NLD share pragmatic weaknesses, atypical social behaviours, and some cognitive features. To date, potential similarities between these disorders in oral language have not been directly examined in the literature. A review of the available research suggests that adequate structural language is another area of similarity for AS and NLD. However, systematic investigations of phonology, morphology, or syntax were not found; thus, the evidence for largely intact structural language in these disorders is indirect. The review also pointed to a common semantic profile across both disorders, characterized by strong vocabulary breadth in the face of limited depth and organization. These higher-order problems with semantics are proposed to be consistent with theoretical accounts of poor integrative abilities in AS and NLD, and to contribute to the well-documented pragmatic difficulties in these disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 Uneven Expressive Language Development in Mandarin-Exposed Preschool Children with ASD: Comparing Vocabulary, Grammar, and the Decontextualized Use of Language via the PCDI-Toddler Form / Y. E. SU in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkRelations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children / D. KASCELAN in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
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