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Language profiles in young children with autism spectrum disorder: A community sample using multiple assessment instruments / R. NEVILL in Autism, 23-1 (January 2019)
[article]
Titre : Language profiles in young children with autism spectrum disorder: A community sample using multiple assessment instruments Type de document : Texte imprimé et/ou numérique Auteurs : R. NEVILL, Auteur ; D. HEDLEY, Auteur ; M. ULJAREVIC, Auteur ; E. SAHIN, Auteur ; J. ZADEK, Auteur ; Eric BUTTER, Auteur ; J. A. MULICK, Auteur Article en page(s) : p.141-153 Langues : Anglais (eng) Mots-clés : assessment autism spectrum disorder communication and language development Mullen scales predictors preschool children Preschool Language Scale Vineland diagnostic observation schedule joint attention preschool-children toddlers outcomes growth characterize associations impairments Psychology Index. décimale : PER Périodiques Résumé : This study investigated language profiles in a community-based sample of 104 children aged 1-3 years who had been diagnosed with autism spectrum disorder using Diagnostic and Statistical Manual of Mental Disorders (5th ed.) diagnostic criteria. Language was assessed with the Mullen scales, Preschool Language Scale, fifth edition, and Vineland-II parent-report. The study aimed to determine whether the receptive-to-expressive language profile is independent from the assessment instrument used, and whether nonverbal cognition, early communicative behaviors, and autism spectrum disorder symptoms predict language scores. Receptive-to-expressive language profiles differed between assessment instruments and reporters, and Preschool Language Scale, fifth edition profiles were also dependent on developmental level. Nonverbal cognition and joint attention significantly predicted receptive language scores, and nonverbal cognition and frequency of vocalizations predicted expressive language scores. These findings support the administration of multiple direct assessment and parent-report instruments when evaluating language in young children with autism spectrum disorder, for both research and in clinical settings. Results also support that joint attention is a useful intervention target for improving receptive language skills in young children with autism spectrum disorder. Future research comparing language profiles of young children with autism spectrum disorder to children with non-autism spectrum disorder developmental delays and typical development will add to our knowledge of early language development in children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317726245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.141-153[article] Language profiles in young children with autism spectrum disorder: A community sample using multiple assessment instruments [Texte imprimé et/ou numérique] / R. NEVILL, Auteur ; D. HEDLEY, Auteur ; M. ULJAREVIC, Auteur ; E. SAHIN, Auteur ; J. ZADEK, Auteur ; Eric BUTTER, Auteur ; J. A. MULICK, Auteur . - p.141-153.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.141-153
Mots-clés : assessment autism spectrum disorder communication and language development Mullen scales predictors preschool children Preschool Language Scale Vineland diagnostic observation schedule joint attention preschool-children toddlers outcomes growth characterize associations impairments Psychology Index. décimale : PER Périodiques Résumé : This study investigated language profiles in a community-based sample of 104 children aged 1-3 years who had been diagnosed with autism spectrum disorder using Diagnostic and Statistical Manual of Mental Disorders (5th ed.) diagnostic criteria. Language was assessed with the Mullen scales, Preschool Language Scale, fifth edition, and Vineland-II parent-report. The study aimed to determine whether the receptive-to-expressive language profile is independent from the assessment instrument used, and whether nonverbal cognition, early communicative behaviors, and autism spectrum disorder symptoms predict language scores. Receptive-to-expressive language profiles differed between assessment instruments and reporters, and Preschool Language Scale, fifth edition profiles were also dependent on developmental level. Nonverbal cognition and joint attention significantly predicted receptive language scores, and nonverbal cognition and frequency of vocalizations predicted expressive language scores. These findings support the administration of multiple direct assessment and parent-report instruments when evaluating language in young children with autism spectrum disorder, for both research and in clinical settings. Results also support that joint attention is a useful intervention target for improving receptive language skills in young children with autism spectrum disorder. Future research comparing language profiles of young children with autism spectrum disorder to children with non-autism spectrum disorder developmental delays and typical development will add to our knowledge of early language development in children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317726245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 The Relationship between Narrative Proficiency and Syntactic Complexity of Story Retells Elicited from Children with ASD Spectrum Disorders (ASD) / Megan ISRAELSEN in Autism - Open Access, 6-3 ([01/05/2016])
[article]
Titre : The Relationship between Narrative Proficiency and Syntactic Complexity of Story Retells Elicited from Children with ASD Spectrum Disorders (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Megan ISRAELSEN, Auteur ; Sandra LAING GILLAM, Auteur Article en page(s) : 8 p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorders children Specific language impairment Diagnostic observation schedule Index. décimale : PER Périodiques Résumé : Purpose: The purpose of this study was to examine the syntactic complexity of story retells of 5 children ranging in age from 8-12 with ASD Spectrum Disorder before, during and after narrative intervention. Method: Children participated in narrative intervention for 45 minutes, twice weekly for a period of time ranging from 19 to 33 sessions. Results: Results indicated that during baseline when children were not receiving instruction, their story retells contained more simple sentences than complex sentences. The use of complex sentences was observed to increase as children became more proficient in their narrative production skills. Discussion: Students generally improved on narrative discourse skills as a result of participating in the narrative intervention. The implications for clinicians working with students with ASD are compelling and suggest that narrative intervention may be associated with the additional benefit of improved complex sentence use. En ligne : https://dx.doi.org/10.4172/2165-7890.1000181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 6-3 [01/05/2016] . - 8 p.[article] The Relationship between Narrative Proficiency and Syntactic Complexity of Story Retells Elicited from Children with ASD Spectrum Disorders (ASD) [Texte imprimé et/ou numérique] / Megan ISRAELSEN, Auteur ; Sandra LAING GILLAM, Auteur . - 8 p.
Langues : Anglais (eng)
in Autism - Open Access > 6-3 [01/05/2016] . - 8 p.
Mots-clés : Autism spectrum disorders children Specific language impairment Diagnostic observation schedule Index. décimale : PER Périodiques Résumé : Purpose: The purpose of this study was to examine the syntactic complexity of story retells of 5 children ranging in age from 8-12 with ASD Spectrum Disorder before, during and after narrative intervention. Method: Children participated in narrative intervention for 45 minutes, twice weekly for a period of time ranging from 19 to 33 sessions. Results: Results indicated that during baseline when children were not receiving instruction, their story retells contained more simple sentences than complex sentences. The use of complex sentences was observed to increase as children became more proficient in their narrative production skills. Discussion: Students generally improved on narrative discourse skills as a result of participating in the narrative intervention. The implications for clinicians working with students with ASD are compelling and suggest that narrative intervention may be associated with the additional benefit of improved complex sentence use. En ligne : https://dx.doi.org/10.4172/2165-7890.1000181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410