267 recherche sur le mot-clé 'language'

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.584-599 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 [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

Language Impairment and Dyslexia Genes Influence Language Skills in Children With Autism Spectrum Disorders / John D. EICHER in Autism Research, 8-2 (April 2015)  

Public ISBD [article]  inAutism Research > 8-2 (April 2015) . - p.229-234 Titre : Language Impairment and Dyslexia Genes Influence Language Skills in Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : John D. EICHER, Auteur ; Jeffrey R. GRUEN, Auteur Article en page(s) : p.229-234 Langues : Anglais (eng) Mots-clés : language  autism spectrum disorders  ATP2C2  MRPL19  dyslexia  language impairment Index. décimale : PER Périodiques Résumé : Language and communication development is a complex process influenced by numerous environmental and genetic factors. Many neurodevelopment disorders include deficits in language and communication skills in their diagnostic criteria, including autism spectrum disorders (ASD), language impairment (LI), and dyslexia. These disorders are polygenic and complex with a significant genetic component contributing to each. The similarity of language phenotypes and comorbidity of these disorders suggest that they may share genetic contributors. To test this, we examined the association of genes previously implicated in dyslexia, LI, and/or language-related traits with language skills in children with ASD. We used genetic and language data collected in the Autism Genome Research Exchange (AGRE) and Simons Simplex Collection (SSC) cohorts to perform a meta-analysis on performance on a receptive vocabulary task. There were associations with LI risk gene ATP2C2 and dyslexia risk gene MRPL19. Additionally, we found suggestive evidence of association with CMIP, GCFC2, KIAA0319L, the DYX2 locus (ACOT13, GPLD1, and FAM65B), and DRD2. Our results show that LI and dyslexia genes also contribute to language traits in children with ASD. These associations add to the growing literature of generalist genes that contribute to multiple related neurobehavioral traits. Future studies should examine whether other genetic contributors may be shared among these disorders and how risk variants interact with each other and the environment to modify clinical presentations. En ligne : http://dx.doi.org/10.1002/aur.1436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Language Impairment and Dyslexia Genes Influence Language Skills in Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / John D. EICHER, Auteur ; Jeffrey R. GRUEN, Auteur . - p.229-234. Langues : Anglais (eng) in Autism Research > 8-2 (April 2015) . - p.229-234 Mots-clés : language  autism spectrum disorders  ATP2C2  MRPL19  dyslexia  language impairment Index. décimale : PER Périodiques Résumé : Language and communication development is a complex process influenced by numerous environmental and genetic factors. Many neurodevelopment disorders include deficits in language and communication skills in their diagnostic criteria, including autism spectrum disorders (ASD), language impairment (LI), and dyslexia. These disorders are polygenic and complex with a significant genetic component contributing to each. The similarity of language phenotypes and comorbidity of these disorders suggest that they may share genetic contributors. To test this, we examined the association of genes previously implicated in dyslexia, LI, and/or language-related traits with language skills in children with ASD. We used genetic and language data collected in the Autism Genome Research Exchange (AGRE) and Simons Simplex Collection (SSC) cohorts to perform a meta-analysis on performance on a receptive vocabulary task. There were associations with LI risk gene ATP2C2 and dyslexia risk gene MRPL19. Additionally, we found suggestive evidence of association with CMIP, GCFC2, KIAA0319L, the DYX2 locus (ACOT13, GPLD1, and FAM65B), and DRD2. Our results show that LI and dyslexia genes also contribute to language traits in children with ASD. These associations add to the growing literature of generalist genes that contribute to multiple related neurobehavioral traits. Future studies should examine whether other genetic contributors may be shared among these disorders and how risk variants interact with each other and the environment to modify clinical presentations. En ligne : http://dx.doi.org/10.1002/aur.1436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Language growth in verbal autistic children from 5 to 11?years / Amanda BRIGNELL in Autism Research, 17-10 (October 2024)  

Public ISBD [article]  inAutism Research > 17-10 (October 2024) . - p.1994-2003 Titre : Language growth in verbal autistic children from 5 to 11?years Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Katrina J. WILLIAMS, Auteur ; Sheena REILLY, Auteur ; Angela T. MORGAN, Auteur Article en page(s) : p.1994-2003 Langues : Anglais (eng) Mots-clés : autism  developmental language disorder  language  language impairment  language trajectory Index. décimale : PER Périodiques Résumé : Abstract To examine predictors and growth in language for verbal autistic and non-autistic children with/without low language from 4 to 11?years. Receptive and expressive language trajectories were compared in a community sample of 1026 children at ages 5, 7, and 11?years, across four groups: two autistic groups; one with and one without low language; and two non-autistic groups; one with and one without low language. Groups were delineated on baseline assessment at 4?years. Non-autistic and autistic children with low language had lower mean expressive language scores than the non-autistic typical language group (22.26 and 38.53?units lower, respectively, p? En ligne : https://doi.org/10.1002/aur.3171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Language growth in verbal autistic children from 5 to 11?years [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Katrina J. WILLIAMS, Auteur ; Sheena REILLY, Auteur ; Angela T. MORGAN, Auteur . - p.1994-2003. Langues : Anglais (eng) in Autism Research > 17-10 (October 2024) . - p.1994-2003 Mots-clés : autism  developmental language disorder  language  language impairment  language trajectory Index. décimale : PER Périodiques Résumé : Abstract To examine predictors and growth in language for verbal autistic and non-autistic children with/without low language from 4 to 11?years. Receptive and expressive language trajectories were compared in a community sample of 1026 children at ages 5, 7, and 11?years, across four groups: two autistic groups; one with and one without low language; and two non-autistic groups; one with and one without low language. Groups were delineated on baseline assessment at 4?years. Non-autistic and autistic children with low language had lower mean expressive language scores than the non-autistic typical language group (22.26 and 38.53?units lower, respectively, p? En ligne : https://doi.org/10.1002/aur.3171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1360-1369 Titre : Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Fiona J. DUFF, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur Article en page(s) : p.1360-1369 Langues : Anglais (eng) Mots-clés : Language disorder  reading  language  specific language impairment Index. décimale : PER Périodiques Résumé : Background Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging. Results Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood – a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties. Conclusions Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Fiona J. DUFF, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur . - p.1360-1369. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1360-1369 Mots-clés : Language disorder  reading  language  specific language impairment Index. décimale : PER Périodiques Résumé : Background Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging. Results Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood – a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties. Conclusions Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Children with ASD and Communication Regression: Examining Pre-Loss Skills and Later Language Outcomes Through the Preschool Years / Kathryn E. PRESCOTT in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1956-1970 Titre : Children with ASD and Communication Regression: Examining Pre-Loss Skills and Later Language Outcomes Through the Preschool Years Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn E. PRESCOTT, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.1956-1970 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/complications  Child  Child, Preschool  Humans  Language  Language Development  Language Development Disorders/complications/diagnosis  Schools  Autism spectrum disorder  Preschool children  Regression  conflicts of interest to declare. Index. décimale : PER Périodiques Résumé : This study investigated receptive and expressive language outcomes in children with autism spectrum disorder (ASD) with and without a history of language/communication regression, employing three progressively less stringent definitions of regression. Data were derived from a large, longitudinal sample of children with ASD in which regression was assessed at approximately 30 months. Results indicated poorer receptive language and larger discrepancies between receptive and expressive language in the regression group than the group without regression at 44 months but not 66 months. Number of words used before loss predicted receptive language at 44 months. Overall, results suggest that a regression profile in ASD is associated with modest and transient impacts on language outcomes that are no longer discernable at school entry. En ligne : http://dx.doi.org/10.1007/s10803-021-05098-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Children with ASD and Communication Regression: Examining Pre-Loss Skills and Later Language Outcomes Through the Preschool Years [Texte imprimé et/ou numérique] / Kathryn E. PRESCOTT, Auteur ; Susan ELLIS WEISMER, Auteur . - p.1956-1970. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1956-1970 Mots-clés : Autism Spectrum Disorder/complications  Child  Child, Preschool  Humans  Language  Language Development  Language Development Disorders/complications/diagnosis  Schools  Autism spectrum disorder  Preschool children  Regression  conflicts of interest to declare. Index. décimale : PER Périodiques Résumé : This study investigated receptive and expressive language outcomes in children with autism spectrum disorder (ASD) with and without a history of language/communication regression, employing three progressively less stringent definitions of regression. Data were derived from a large, longitudinal sample of children with ASD in which regression was assessed at approximately 30 months. Results indicated poorer receptive language and larger discrepancies between receptive and expressive language in the regression group than the group without regression at 44 months but not 66 months. Number of words used before loss predicted receptive language at 44 months. Overall, results suggest that a regression profile in ASD is associated with modest and transient impacts on language outcomes that are no longer discernable at school entry. En ligne : http://dx.doi.org/10.1007/s10803-021-05098-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

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)  

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Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism / Emily J. ROEMER in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

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Predictive language processing in young autistic children / Kathryn E. PRESCOTT in Autism Research, 15-5 (May 2022)  

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Predictors of language regression and its association with subsequent communication development in children with autism / Andrew PICKLES in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)  

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The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary / E. VERHOEF in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)  

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