83 recherche sur le mot-clé 'language development'

The Impact of Birth Order on Language Development in Autistic Children from Simplex Families / Tyler C. MCFAYDEN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3861-3876 Titre : The Impact of Birth Order on Language Development in Autistic Children from Simplex Families Type de document : texte imprimé Auteurs : Tyler C. MCFAYDEN, Auteur ; Megan FOK, Auteur ; Thomas H. OLLENDICK, Auteur Article en page(s) : p.3861-3876 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Bayes Theorem  Birth Order  Child  Female  Humans  Language Development  Language Development Disorders  Male  Vocabulary  Autism spectrum disorder  Birth order  Language development  Siblings Index. décimale : PER Périodiques Résumé : The current study investigated the impact of birth order on vocabulary and social language development in 1338 first-born and 1049 s-born autistic youth (M age=9.03 years, SD=3.57; 86.4% male) from the Simons Simplex Collection. Frequentist and Bayesian analyses revealed mixed findings in language development. There were no differences in vocabulary or social language between first-born and second-born children. However, birth order and income together predicted expressive vocabulary and inappropriate speech such that birth order had a greater impact on language in lower-income families. This is the first study to investigate the impact of birth order on language outcomes in autistic youth and has implications for early intervention in lower-resourced communities. En ligne : http://dx.doi.org/10.1007/s10803-021-05274-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] The Impact of Birth Order on Language Development in Autistic Children from Simplex Families [texte imprimé] / Tyler C. MCFAYDEN, Auteur ; Megan FOK, Auteur ; Thomas H. OLLENDICK, Auteur . - p.3861-3876. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3861-3876 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Bayes Theorem  Birth Order  Child  Female  Humans  Language Development  Language Development Disorders  Male  Vocabulary  Autism spectrum disorder  Birth order  Language development  Siblings Index. décimale : PER Périodiques Résumé : The current study investigated the impact of birth order on vocabulary and social language development in 1338 first-born and 1049 s-born autistic youth (M age=9.03 years, SD=3.57; 86.4% male) from the Simons Simplex Collection. Frequentist and Bayesian analyses revealed mixed findings in language development. There were no differences in vocabulary or social language between first-born and second-born children. However, birth order and income together predicted expressive vocabulary and inappropriate speech such that birth order had a greater impact on language in lower-income families. This is the first study to investigate the impact of birth order on language outcomes in autistic youth and has implications for early intervention in lower-resourced communities. En ligne : http://dx.doi.org/10.1007/s10803-021-05274-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Expressive language development in adolescents with Down syndrome and fragile X syndrome: change over time and the role of family-related factors / Laura DEL HOYO SORIANO in Journal of Neurodevelopmental Disorders, 12 (2020)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 12 (2020) Titre : Expressive language development in adolescents with Down syndrome and fragile X syndrome: change over time and the role of family-related factors Type de document : texte imprimé Auteurs : Laura DEL HOYO SORIANO, Auteur ; Angela John THURMAN, Auteur ; Danielle HARVEY, Auteur ; Sara T. KOVER, Auteur ; Leonard ABBEDUTO, Auteur Langues : Anglais (eng) Mots-clés : Adolescent  Child  Cognition  Down Syndrome/psychology  Family/psychology  Fragile X Syndrome/psychology  Humans  Intellectual Disability/psychology  Language Development  Language Development Disorders/complications  Language Tests  Longitudinal Studies  Male  Mother-Child Relations/psychology  Mothers/psychology  Vocabulary  Adolescence  Conversation  Down syndrome  Expressive language development  Family-related factors  Fragile X syndrome  Longitudinal  Narration Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well known that individuals with Down syndrome (DS) or fragile X syndrome (FXS) demonstrate expressive language difficulties beginning early in childhood. It is less clear, however, whether expressive language skills change during the adolescent period in these individuals, and if any of these changes are syndrome specific. Studying this, as well as the role of maternal and family-related factors in expressive language development, may provide the foundation for efficacious interventions for adolescents with DS or FXS. METHODS: In this study, we examined expressive language trajectories, assessed through conversation and narration, in 57 adolescent males with intellectual disability (ID) (20 DS and 37 FXS) in relation to the diagnostic group (DS vs. FXS) and family-related factors (maternal IQ, maternal psychological distress, closeness in the mother-child relationship, family income, and maternal and paternal education) after adjusting for chronological age (CA) and nonverbal cognition. RESULTS: Changes over repeated annual assessments for males with DS or FXS were observed only during conversation, such as an increase in talkativeness, but a decrease in syntax complexity and lexical diversity. We found a diagnosis-related effect in the change over time in conversational talkativeness favoring those with FXS. Finally, a closer mother-child relationship predicted less decrease over time in lexical diversity during conversation, and participants of mothers who graduated college showed a greater increase in conversational talkativeness over time compared to those of mothers with a high school education. CONCLUSIONS: Our results suggest that, during the adolescent period for males with DS or FXS, there is an increase in the amount of talk produced in conversational contexts, but also a decrease in the quality of the language produced. In addition, our results indicate syndrome-specificity for aspects of expressive language development and reinforce the protective role of family-related factors. En ligne : https://dx.doi.org/10.1186/s11689-020-09320-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 [article] Expressive language development in adolescents with Down syndrome and fragile X syndrome: change over time and the role of family-related factors [texte imprimé] / Laura DEL HOYO SORIANO, Auteur ; Angela John THURMAN, Auteur ; Danielle HARVEY, Auteur ; Sara T. KOVER, Auteur ; Leonard ABBEDUTO, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 12 (2020) Mots-clés : Adolescent  Child  Cognition  Down Syndrome/psychology  Family/psychology  Fragile X Syndrome/psychology  Humans  Intellectual Disability/psychology  Language Development  Language Development Disorders/complications  Language Tests  Longitudinal Studies  Male  Mother-Child Relations/psychology  Mothers/psychology  Vocabulary  Adolescence  Conversation  Down syndrome  Expressive language development  Family-related factors  Fragile X syndrome  Longitudinal  Narration Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well known that individuals with Down syndrome (DS) or fragile X syndrome (FXS) demonstrate expressive language difficulties beginning early in childhood. It is less clear, however, whether expressive language skills change during the adolescent period in these individuals, and if any of these changes are syndrome specific. Studying this, as well as the role of maternal and family-related factors in expressive language development, may provide the foundation for efficacious interventions for adolescents with DS or FXS. METHODS: In this study, we examined expressive language trajectories, assessed through conversation and narration, in 57 adolescent males with intellectual disability (ID) (20 DS and 37 FXS) in relation to the diagnostic group (DS vs. FXS) and family-related factors (maternal IQ, maternal psychological distress, closeness in the mother-child relationship, family income, and maternal and paternal education) after adjusting for chronological age (CA) and nonverbal cognition. RESULTS: Changes over repeated annual assessments for males with DS or FXS were observed only during conversation, such as an increase in talkativeness, but a decrease in syntax complexity and lexical diversity. We found a diagnosis-related effect in the change over time in conversational talkativeness favoring those with FXS. Finally, a closer mother-child relationship predicted less decrease over time in lexical diversity during conversation, and participants of mothers who graduated college showed a greater increase in conversational talkativeness over time compared to those of mothers with a high school education. CONCLUSIONS: Our results suggest that, during the adolescent period for males with DS or FXS, there is an increase in the amount of talk produced in conversational contexts, but also a decrease in the quality of the language produced. In addition, our results indicate syndrome-specificity for aspects of expressive language development and reinforce the protective role of family-related factors. En ligne : https://dx.doi.org/10.1186/s11689-020-09320-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1984-2003 Titre : Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism Type de document : texte imprimé Auteurs : Emily J. ROEMER, Auteur ; Elizabeth H. KUSHNER, Auteur ; Jana M. IVERSON, Auteur Article en page(s) : p.1984-2003 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder/diagnosis  Humans  Infant  Language Development  Language Development Disorders/diagnosis  Parents  Siblings  Autism spectrum disorder  Infants  Joint engagement  Language  Parent input  of interest. Index. décimale : PER Périodiques Résumé : This study examined joint engagement, parent labels, and language development in infants with an elevated (EL) and typical likelihood (TL) for ASD. Parent-child interactions were coded for joint engagement and parent labels at 12 and 18 months, and language skills were assessed later in toddlerhood for 12 EL infants diagnosed with ASD (EL-ASD), 17 EL infants with language delay (EL-LD), 14 EL infants with no diagnosis (EL-ND), and 12 TL infants. Infants spent substantial time in supported joint engagement and received similar rates of input from parents across outcome groups. However, parents of EL-ASD infants increased the rate of labels provided in coordinated joint engagement. While labels positively predicted language for TL infants, the opposite pattern emerged for EL-ASD infants. En ligne : http://dx.doi.org/10.1007/s10803-021-05099-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism [texte imprimé] / Emily J. ROEMER, Auteur ; Elizabeth H. KUSHNER, Auteur ; Jana M. IVERSON, Auteur . - p.1984-2003. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1984-2003 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder/diagnosis  Humans  Infant  Language Development  Language Development Disorders/diagnosis  Parents  Siblings  Autism spectrum disorder  Infants  Joint engagement  Language  Parent input  of interest. Index. décimale : PER Périodiques Résumé : This study examined joint engagement, parent labels, and language development in infants with an elevated (EL) and typical likelihood (TL) for ASD. Parent-child interactions were coded for joint engagement and parent labels at 12 and 18 months, and language skills were assessed later in toddlerhood for 12 EL infants diagnosed with ASD (EL-ASD), 17 EL infants with language delay (EL-LD), 14 EL infants with no diagnosis (EL-ND), and 12 TL infants. Infants spent substantial time in supported joint engagement and received similar rates of input from parents across outcome groups. However, parents of EL-ASD infants increased the rate of labels provided in coordinated joint engagement. While labels positively predicted language for TL infants, the opposite pattern emerged for EL-ASD infants. En ligne : http://dx.doi.org/10.1007/s10803-021-05099-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-11 (November 2022) . - p.1243-1251 Titre : Predictors of language regression and its association with subsequent communication development in children with autism Type de document : texte imprimé Auteurs : Andrew PICKLES, Auteur ; Nicola WRIGHT, Auteur ; Rachael BEDFORD, Auteur ; Mandy STEIMAN, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; Pat MIRENDA, Auteur ; Isabel M. SMITH, Auteur ; Wendy J. UNGAR, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.1243-1251 Langues : Anglais (eng) Mots-clés : Child  Child, Preschool  Humans  Autism Spectrum Disorder/diagnosis  Autistic Disorder/complications  Longitudinal Studies  Prospective Studies  Language Development Disorders/complications  Speech  Language Development  Language  autism  development Index. décimale : PER Périodiques Résumé : BACKGROUND: Language regression, broadly defined as the loss of acquired language skills in early childhood, is a distinctive feature of autism. Little is known about the factors underlying regression or the prognosis of children who exhibit regression. We examine potential predictors of language regression and test its association with language development in a prospective longitudinal sample of children with autism spectrum disorder (ASD) from diagnosis to age 10 years. METHODS: We analysed data from Pathways in ASD, a prospective longitudinal study of 421 children enrolled around the time of an autism diagnosis between 2 and 5 years. Autism Diagnostic Interview-Revised data were available for 408 children, of whom 90 (22%) were classified as having language regression. RESULTS: Demographic and other health factors including caregiver education, family income, child sex, reported seizures, and age of enrolment did not differ between children with and without language regression. Children with language regression walked earlier and attained first words sooner than those without regression. However, both groups attained phrase speech at comparable ages. Those with regression exhibited greater delays in expressive and receptive communication over the follow-up period, although this effect was attenuated when accounting for baseline differences in motor and cognitive ability. Overall, those with language regression continued to exhibit expressive but not receptive communication delay compared to those without regression. Communication trajectories were heterogeneous to age 10 years, irrespective of regression status. CONCLUSIONS: Although language regression can be alarming, our findings confirm that its occurrence does not necessarily foreshadow worse developmental outcomes relative to those without regression. Although a discrepancy in age-equivalent communication skills may persist, this can be expected to be of less practical importance with rising average levels of skills. Future studies need to account for the significant variability in language trajectories by considering factors beyond developmental regression. En ligne : http://dx.doi.org/10.1111/jcpp.13565 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] Predictors of language regression and its association with subsequent communication development in children with autism [texte imprimé] / Andrew PICKLES, Auteur ; Nicola WRIGHT, Auteur ; Rachael BEDFORD, Auteur ; Mandy STEIMAN, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; Pat MIRENDA, Auteur ; Isabel M. SMITH, Auteur ; Wendy J. UNGAR, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur . - p.1243-1251. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-11 (November 2022) . - p.1243-1251 Mots-clés : Child  Child, Preschool  Humans  Autism Spectrum Disorder/diagnosis  Autistic Disorder/complications  Longitudinal Studies  Prospective Studies  Language Development Disorders/complications  Speech  Language Development  Language  autism  development Index. décimale : PER Périodiques Résumé : BACKGROUND: Language regression, broadly defined as the loss of acquired language skills in early childhood, is a distinctive feature of autism. Little is known about the factors underlying regression or the prognosis of children who exhibit regression. We examine potential predictors of language regression and test its association with language development in a prospective longitudinal sample of children with autism spectrum disorder (ASD) from diagnosis to age 10 years. METHODS: We analysed data from Pathways in ASD, a prospective longitudinal study of 421 children enrolled around the time of an autism diagnosis between 2 and 5 years. Autism Diagnostic Interview-Revised data were available for 408 children, of whom 90 (22%) were classified as having language regression. RESULTS: Demographic and other health factors including caregiver education, family income, child sex, reported seizures, and age of enrolment did not differ between children with and without language regression. Children with language regression walked earlier and attained first words sooner than those without regression. However, both groups attained phrase speech at comparable ages. Those with regression exhibited greater delays in expressive and receptive communication over the follow-up period, although this effect was attenuated when accounting for baseline differences in motor and cognitive ability. Overall, those with language regression continued to exhibit expressive but not receptive communication delay compared to those without regression. Communication trajectories were heterogeneous to age 10 years, irrespective of regression status. CONCLUSIONS: Although language regression can be alarming, our findings confirm that its occurrence does not necessarily foreshadow worse developmental outcomes relative to those without regression. Although a discrepancy in age-equivalent communication skills may persist, this can be expected to be of less practical importance with rising average levels of skills. Future studies need to account for the significant variability in language trajectories by considering factors beyond developmental regression. En ligne : http://dx.doi.org/10.1111/jcpp.13565 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

The impact of expressive language development and the left inferior longitudinal fasciculus on listening and reading comprehension / Stephanie N. DEL TUFO in Journal of Neurodevelopmental Disorders, 11-1 (December 2019)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 11-1 (December 2019) . - 37 Titre : The impact of expressive language development and the left inferior longitudinal fasciculus on listening and reading comprehension Type de document : texte imprimé Auteurs : Stephanie N. DEL TUFO, Auteur ; F. Sayako EARLE, Auteur ; Laurie E. CUTTING, Auteur Article en page(s) : 37 Langues : Anglais (eng) Mots-clés : Child  Comprehension/physiology  Diffusion Magnetic Resonance Imaging  Female  Humans  Language Development  Language Development Disorders/diagnosis/pathology  Male  Neural Pathways  Prefrontal Cortex/pathology/physiopathology  Reading  Speech Perception/physiology  Temporal Lobe/pathology/physiopathology  Developmental disorder  Expressive language development  Genre  Inferior longitudinal fasciculus  Intervention  Longitudinal  Modality  Passage comprehension  Socioeconomic  Survival analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: During the first 3-years of life, as the brain undergoes dramatic growth, children begin to develop speech and language. Hallmarks of this progression are seen when children reach developmental milestones, forming the foundation of language. Expressive language milestones, such as the production of a child's first word, are delayed in 5-8% of children. While for some children delays in reaching these milestones are harbingers of developmental disorders, for others expressive language delays appear to resolve. Regardless of whether or not early language skills appear resolved, difficulty with later comprehension is a likely outcome. Whether this heightened risk for poor comprehension differs based on text features, individual characteristics, or receipt of intervention remains unknown. Moreover, this relationship between expressive language development and comprehension is not yet linked to neurobiology, though the inferior longitudinal fasciculus (ILF) is a potential neurobiological correlate. Therefore, we investigated the impact of, and interactions between, expressive language development, early intervention, and the ILF on comprehension. METHODS: Longitudinal recurrent survival analyses predicted the risk of answering a comprehension question incorrectly. Predictors of comprehension included expressive language development, passage features, participant characteristics, fractional anisotropy, receipt of early intervention, and later diagnosis of speech or language disorders. RESULTS: Children with later expressive language milestones had poorer comprehension. When comprehension text features were examined, children with later milestones had poorer listening and reading comprehension, and poorer narrative and expository comprehension. The left ILF acted as a neurodevelopmental correlate, one that moderated the relationship between expressive language milestones and comprehension. Specifically, the left ILF exacerbated the relationship for those who did not receive early intervention and buffered the relationship for those who received intervention services. Early intervention decreased the risk of poor comprehension by 39% for children later diagnosed with a speech or language disorder. CONCLUSIONS: Early intervention should be provided for children with delayed expressive language milestones, particularly those who are at risk for speech or language disorders. The ILF plays a critical role in the relationship between expressive language development and comprehension, which may be that of a protective factor for children with the most severe early issues with speech and language. En ligne : https://dx.doi.org/10.1186/s11689-019-9296-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 [article] The impact of expressive language development and the left inferior longitudinal fasciculus on listening and reading comprehension [texte imprimé] / Stephanie N. DEL TUFO, Auteur ; F. Sayako EARLE, Auteur ; Laurie E. CUTTING, Auteur . - 37. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 11-1 (December 2019) . - 37 Mots-clés : Child  Comprehension/physiology  Diffusion Magnetic Resonance Imaging  Female  Humans  Language Development  Language Development Disorders/diagnosis/pathology  Male  Neural Pathways  Prefrontal Cortex/pathology/physiopathology  Reading  Speech Perception/physiology  Temporal Lobe/pathology/physiopathology  Developmental disorder  Expressive language development  Genre  Inferior longitudinal fasciculus  Intervention  Longitudinal  Modality  Passage comprehension  Socioeconomic  Survival analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: During the first 3-years of life, as the brain undergoes dramatic growth, children begin to develop speech and language. Hallmarks of this progression are seen when children reach developmental milestones, forming the foundation of language. Expressive language milestones, such as the production of a child's first word, are delayed in 5-8% of children. While for some children delays in reaching these milestones are harbingers of developmental disorders, for others expressive language delays appear to resolve. Regardless of whether or not early language skills appear resolved, difficulty with later comprehension is a likely outcome. Whether this heightened risk for poor comprehension differs based on text features, individual characteristics, or receipt of intervention remains unknown. Moreover, this relationship between expressive language development and comprehension is not yet linked to neurobiology, though the inferior longitudinal fasciculus (ILF) is a potential neurobiological correlate. Therefore, we investigated the impact of, and interactions between, expressive language development, early intervention, and the ILF on comprehension. METHODS: Longitudinal recurrent survival analyses predicted the risk of answering a comprehension question incorrectly. Predictors of comprehension included expressive language development, passage features, participant characteristics, fractional anisotropy, receipt of early intervention, and later diagnosis of speech or language disorders. RESULTS: Children with later expressive language milestones had poorer comprehension. When comprehension text features were examined, children with later milestones had poorer listening and reading comprehension, and poorer narrative and expository comprehension. The left ILF acted as a neurodevelopmental correlate, one that moderated the relationship between expressive language milestones and comprehension. Specifically, the left ILF exacerbated the relationship for those who did not receive early intervention and buffered the relationship for those who received intervention services. Early intervention decreased the risk of poor comprehension by 39% for children later diagnosed with a speech or language disorder. CONCLUSIONS: Early intervention should be provided for children with delayed expressive language milestones, particularly those who are at risk for speech or language disorders. The ILF plays a critical role in the relationship between expressive language development and comprehension, which may be that of a protective factor for children with the most severe early issues with speech and language. En ligne : https://dx.doi.org/10.1186/s11689-019-9296-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573

Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review / Cecilia ZUNIGA-MONTANEZ in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Permalink

Childhood language development and alexithymia in adolescence: an 8-year longitudinal study / Ka Shu LEE in Development and Psychopathology, 37-3 (August 2025)  

Permalink

Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders / J. Kaori OHASHI in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

Permalink

Early gross motor skills predict the subsequent development of language in children with autism spectrum disorder / Rachael BEDFORD in Autism Research, 9-9 (September 2016)  

Permalink

Longitudinal development of language and fine motor skills is correlated, but not coupled, in a childhood atypical cohort / Marie K. DESERNO in Autism, 27-1 (January 2023)  

Permalink