36 recherche sur le mot-clé 'language impairment'

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 Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles / Teresa BENNETT in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2797-2808 Titre : Language Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles Type de document : Texte imprimé et/ou numérique Auteurs : Teresa BENNETT, Auteur ; P. SZATMARI, Auteur ; K. GEORGIADES, Auteur ; S. HANNA, Auteur ; M. JANUS, Auteur ; S. GEORGIADES, Auteur ; E. DUKU, Auteur ; Susan E. BRYSON, Auteur ; E. FOMBONNE, Auteur ; I. M. SMITH, Auteur ; P. MIRENDA, Auteur ; J. VOLDEN, Auteur ; C. WADDELL, Auteur ; W. ROBERTS, Auteur ; T. VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur ; A. THOMPSON, Auteur Article en page(s) : p.2797-2808 Langues : Anglais (eng) Mots-clés : Social competence  Language impairment  DSM-5  Autism spectrum disorders  Longitudinal epidemiology Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and structural language impairment (LI) may be at risk of more adverse social-developmental outcomes. We examined trajectories of early social competence (using the Vineland-II) in 330 children aged 2–4 years recently diagnosed with ASD, and compared 3 subgroups classified by: language impairment (ASD/LI); intellectual disability (ASD/ID) and ASD without LI or ID (ASD/alone). Children with ASD/LI were significantly more socially impaired at baseline than the ASD/alone subgroup, and less impaired than those with ASD/ID. Growth in social competence was significantly slower for the ASD/ID group. Many preschool-aged children with ASD/LI at time of diagnosis resembled “late talkers” who appeared to catch up linguistically. Children with ASD/ID were more severely impaired and continued to lag further behind. En ligne : http://dx.doi.org/10.1007/s10803-014-2138-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Language Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles [Texte imprimé et/ou numérique] / Teresa BENNETT, Auteur ; P. SZATMARI, Auteur ; K. GEORGIADES, Auteur ; S. HANNA, Auteur ; M. JANUS, Auteur ; S. GEORGIADES, Auteur ; E. DUKU, Auteur ; Susan E. BRYSON, Auteur ; E. FOMBONNE, Auteur ; I. M. SMITH, Auteur ; P. MIRENDA, Auteur ; J. VOLDEN, Auteur ; C. WADDELL, Auteur ; W. ROBERTS, Auteur ; T. VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur ; A. THOMPSON, Auteur . - p.2797-2808. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2797-2808 Mots-clés : Social competence  Language impairment  DSM-5  Autism spectrum disorders  Longitudinal epidemiology Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and structural language impairment (LI) may be at risk of more adverse social-developmental outcomes. We examined trajectories of early social competence (using the Vineland-II) in 330 children aged 2–4 years recently diagnosed with ASD, and compared 3 subgroups classified by: language impairment (ASD/LI); intellectual disability (ASD/ID) and ASD without LI or ID (ASD/alone). Children with ASD/LI were significantly more socially impaired at baseline than the ASD/alone subgroup, and less impaired than those with ASD/ID. Growth in social competence was significantly slower for the ASD/ID group. Many preschool-aged children with ASD/LI at time of diagnosis resembled “late talkers” who appeared to catch up linguistically. Children with ASD/ID were more severely impaired and continued to lag further behind. En ligne : http://dx.doi.org/10.1007/s10803-014-2138-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing / Nancy J. COHEN in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.353-362 Titre : The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. COHEN, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Rosanne MENNA, Auteur ; Naomi B. HORODEZKY, Auteur ; Lila ISAACSON, Auteur Année de publication : 2000 Article en page(s) : p.353-362 Langues : Anglais (eng) Mots-clés : ADHD  language impairment  achievement  cognition  psychiatric disorder Index. décimale : PER Périodiques Résumé : Language impairments are commonly observed among children referred for psychiatric services. The most frequent psychiatric diagnosis of children with language impairment (LI) is Attention Deficit Hyperactivity Disorder (ADHD). It is not clear whether there are differences between children with ADHD and comorbid LI and children with other psychiatric disorders who are also comorbid for LI. In the present study the language, achievement, and cognitive processing characteristics of 166 psychiatrically referred 7–14-year-old children were examined using a 2×2 (ADHD, LI) design to examine four groups: children with ADHD+LI, children with ADHD who have normally developing language, children with psychiatric diagnoses other than ADHD with a language impairment (OPD+LI) or without a LI (OPD). Results indicated that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally. As most therapies are verbally based it is notable that language competence is rarely evaluated systematically before such therapies are undertaken. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing [Texte imprimé et/ou numérique] / Nancy J. COHEN, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Rosanne MENNA, Auteur ; Naomi B. HORODEZKY, Auteur ; Lila ISAACSON, Auteur . - 2000 . - p.353-362. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.353-362 Mots-clés : ADHD  language impairment  achievement  cognition  psychiatric disorder Index. décimale : PER Périodiques Résumé : Language impairments are commonly observed among children referred for psychiatric services. The most frequent psychiatric diagnosis of children with language impairment (LI) is Attention Deficit Hyperactivity Disorder (ADHD). It is not clear whether there are differences between children with ADHD and comorbid LI and children with other psychiatric disorders who are also comorbid for LI. In the present study the language, achievement, and cognitive processing characteristics of 166 psychiatrically referred 7–14-year-old children were examined using a 2×2 (ADHD, LI) design to examine four groups: children with ADHD+LI, children with ADHD who have normally developing language, children with psychiatric diagnoses other than ADHD with a language impairment (OPD+LI) or without a LI (OPD). Results indicated that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally. As most therapies are verbally based it is notable that language competence is rarely evaluated systematically before such therapies are undertaken. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills / Allison F. BEAN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1018-1030 Titre : Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills Type de document : Texte imprimé et/ou numérique Auteurs : Allison F. BEAN, Auteur ; Brenda I. PEREZ, Auteur ; Jaclyn M. DYNIA, Auteur ; Joan N. KADERAVEK, Auteur ; Laura M. JUSTICE, Auteur Article en page(s) : p.1018-1030 Langues : Anglais (eng) Mots-clés : Autism  Engagement  Language impairment  Literacy  Shared book reading Index. décimale : PER Périodiques Résumé : Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development. En ligne : http://dx.doi.org/10.1007/s10803-019-04306-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills [Texte imprimé et/ou numérique] / Allison F. BEAN, Auteur ; Brenda I. PEREZ, Auteur ; Jaclyn M. DYNIA, Auteur ; Joan N. KADERAVEK, Auteur ; Laura M. JUSTICE, Auteur . - p.1018-1030. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1018-1030 Mots-clés : Autism  Engagement  Language impairment  Literacy  Shared book reading Index. décimale : PER Périodiques Résumé : Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development. En ligne : http://dx.doi.org/10.1007/s10803-019-04306-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

Declarative Memory and Structural Language Impairment in Autistic Children and Adolescents / Sophie ANNS in Autism Research, 13-11 (November 2020)  

Public ISBD [article]  inAutism Research > 13-11 (November 2020) . - p.1947-1958 Titre : Declarative Memory and Structural Language Impairment in Autistic Children and Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Sophie ANNS, Auteur ; Sebastian B GAIGG, Auteur ; James A. HAMPTON, Auteur ; Dermot M. BOWLER, Auteur ; Jill BOUCHER, Auteur Article en page(s) : p.1947-1958 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  familiarity  language impairment  memory  recollection Index. décimale : PER Périodiques Résumé : Two experiments tested the hypothesis that a plausible contributory factor of structural language impairment in Autism Spectrum Disorder (ASD) is impaired declarative memory. We hypothesized that familiarity and recollection (subserving semantic and episodic memory, respectively) are both impaired in autistic individuals with clinically significant language impairment and learning disability (ASD(LI/LD) ); whereas recollection is selectively impaired in autistic individuals with typical language (ASD(TL) ). Teenagers with ASD(LI/LD) (n = 19) and primary school age children with ASD(TL) (n = 26) were compared with teenagers with learning disability (LD) (n = 26) without autism, and primary school aged typically developing (TD) children (n = 32). Both experiments provided strong support for the hypothesized links between declarative memory processes and lexical-semantic facets of language in the two autistic groups, but not in the TD group. Additional findings of interest were that declarative memory processes and lexical-semantic knowledge were also linked in the LD group and that the ASD groups-and to a lesser extent the LD group-may have compensated for declarative memory impairments using spared visual-perceptual abilities, a finding with potential educational implications. Relative difficulties with familiarity and recollection in ASD(LI/LD) and LD may help explain structural language impairment, as investigated here, but also the broader learning disabilities found in these populations. Autism Res 2020. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2020, 13: 1947-1958. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Language impairment and learning disability affect 45% of the autistic population yet the factors that may be contributing to them is remarkably under-researched. To date there are no explanations of the lexical semantic (word meaning) abnormalities observed in ASD. We found that declarative memory is associated with lexical semantic knowledge in autism and learning disability but not in typical development. Difficulties with declarative memory may also be compensated for using visual-perceptual abilities by autistic and learning-disabled adolescents, which has positive implications for educationalists. En ligne : http://dx.doi.org/10.1002/aur.2282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Declarative Memory and Structural Language Impairment in Autistic Children and Adolescents [Texte imprimé et/ou numérique] / Sophie ANNS, Auteur ; Sebastian B GAIGG, Auteur ; James A. HAMPTON, Auteur ; Dermot M. BOWLER, Auteur ; Jill BOUCHER, Auteur . - p.1947-1958. Langues : Anglais (eng) in Autism Research > 13-11 (November 2020) . - p.1947-1958 Mots-clés : autism spectrum disorder  familiarity  language impairment  memory  recollection Index. décimale : PER Périodiques Résumé : Two experiments tested the hypothesis that a plausible contributory factor of structural language impairment in Autism Spectrum Disorder (ASD) is impaired declarative memory. We hypothesized that familiarity and recollection (subserving semantic and episodic memory, respectively) are both impaired in autistic individuals with clinically significant language impairment and learning disability (ASD(LI/LD) ); whereas recollection is selectively impaired in autistic individuals with typical language (ASD(TL) ). Teenagers with ASD(LI/LD) (n = 19) and primary school age children with ASD(TL) (n = 26) were compared with teenagers with learning disability (LD) (n = 26) without autism, and primary school aged typically developing (TD) children (n = 32). Both experiments provided strong support for the hypothesized links between declarative memory processes and lexical-semantic facets of language in the two autistic groups, but not in the TD group. Additional findings of interest were that declarative memory processes and lexical-semantic knowledge were also linked in the LD group and that the ASD groups-and to a lesser extent the LD group-may have compensated for declarative memory impairments using spared visual-perceptual abilities, a finding with potential educational implications. Relative difficulties with familiarity and recollection in ASD(LI/LD) and LD may help explain structural language impairment, as investigated here, but also the broader learning disabilities found in these populations. Autism Res 2020. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2020, 13: 1947-1958. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Language impairment and learning disability affect 45% of the autistic population yet the factors that may be contributing to them is remarkably under-researched. To date there are no explanations of the lexical semantic (word meaning) abnormalities observed in ASD. We found that declarative memory is associated with lexical semantic knowledge in autism and learning disability but not in typical development. Difficulties with declarative memory may also be compensated for using visual-perceptual abilities by autistic and learning-disabled adolescents, which has positive implications for educationalists. En ligne : http://dx.doi.org/10.1002/aur.2282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Do spoken nonword and sentence repetition tasks discriminate language impairment in children with an ASD? / Keely HARPER-HILL in Research in Autism Spectrum Disorders, 7-2 (February 2013)  

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Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis / Laura M. JUSTICE in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

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Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment / L. M. JUSTICE in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

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Research Review: Emanuel Miller Memorial Lecture 2012 – Neuroscientific studies of intervention for language impairment in children: interpretive and methodological problems / Dorothy V. M. BISHOP in Journal of Child Psychology and Psychiatry, 54-3 (March 2013)  

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Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment / Jenny GIBSON in Journal of Child Psychology and Psychiatry, 54-11 (November 2013)  

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