10 recherche sur le mot-clé 'language skills'

Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade / Barbara MENTING in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.72-79 Titre : Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade Type de document : texte imprimé Auteurs : Barbara MENTING, Auteur ; Pol A.C. VAN LIER, Auteur ; Hans M. KOOT, Auteur Année de publication : 2011 Article en page(s) : p.72-79 Langues : Anglais (eng) Mots-clés : Elementary school children  language skills  externalizing behavior  peer rejection  sex differences Index. décimale : PER Périodiques Résumé : Background:  Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of externalizing behavior. Methods:  Six hundred and fifteen (615) children were followed from kindergarten to grade 4. Receptive language skills were measured with the Peabody Picture Vocabulary Test in grade 2. Teachers reported externalizing behavior and peer reports of social rejection were measured annually. Results:  Children with poorer receptive language skills showed increasing externalizing behavior, while children with better receptive language skills showed decreases in externalizing behavior. Children with poorer receptive language skills experienced peer rejection most frequently. The link between receptive language skills and the development of externalizing behavior was mediated by the development of peer rejection. Findings suggested that this mediational link applied mostly to boys. Conclusion:  Children with poorer language skills are at increased risk of becoming rejected by mainstream peers, which adds to the development of externalizing behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02279.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade [texte imprimé] / Barbara MENTING, Auteur ; Pol A.C. VAN LIER, Auteur ; Hans M. KOOT, Auteur . - 2011 . - p.72-79. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.72-79 Mots-clés : Elementary school children  language skills  externalizing behavior  peer rejection  sex differences Index. décimale : PER Périodiques Résumé : Background:  Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of externalizing behavior. Methods:  Six hundred and fifteen (615) children were followed from kindergarten to grade 4. Receptive language skills were measured with the Peabody Picture Vocabulary Test in grade 2. Teachers reported externalizing behavior and peer reports of social rejection were measured annually. Results:  Children with poorer receptive language skills showed increasing externalizing behavior, while children with better receptive language skills showed decreases in externalizing behavior. Children with poorer receptive language skills experienced peer rejection most frequently. The link between receptive language skills and the development of externalizing behavior was mediated by the development of peer rejection. Findings suggested that this mediational link applied mostly to boys. Conclusion:  Children with poorer language skills are at increased risk of becoming rejected by mainstream peers, which adds to the development of externalizing behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02279.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder / Sarah LEVINSON in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175 Titre : Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary H. BUSH, Auteur ; Alice S. CARTER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.4165-4175 Langues : Anglais (eng) Mots-clés : Asd  Autism spectrum disorder  Grammar  Language skills  Pragmatic  Semantic  Social skills  Syntax  Vocabulary  Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder [texte imprimé] / Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary H. BUSH, Auteur ; Alice S. CARTER, Auteur ; Jan BLACHER, Auteur . - p.4165-4175. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175 Mots-clés : Asd  Autism spectrum disorder  Grammar  Language skills  Pragmatic  Semantic  Social skills  Syntax  Vocabulary  Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

The development of executive function and language skills in the early school years / Debbie GOOCH in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.180-187 Titre : The development of executive function and language skills in the early school years Type de document : texte imprimé Auteurs : Debbie GOOCH, Auteur ; Paul THOMPSON, Auteur ; Hannah M. NASH, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Article en page(s) : p.180-187 Langues : Anglais (eng) Mots-clés : Executive function  language skills  family risk of dyslexia  language impairment  longitudinal  development Index. décimale : PER Périodiques Résumé : Background The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills. Method Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills. Results There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. Conclusions There is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour. En ligne : http://dx.doi.org/10.1111/jcpp.12458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] The development of executive function and language skills in the early school years [texte imprimé] / Debbie GOOCH, Auteur ; Paul THOMPSON, Auteur ; Hannah M. NASH, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - p.180-187. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.180-187 Mots-clés : Executive function  language skills  family risk of dyslexia  language impairment  longitudinal  development Index. décimale : PER Périodiques Résumé : Background The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills. Method Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills. Results There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. Conclusions There is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour. En ligne : http://dx.doi.org/10.1111/jcpp.12458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

The relationship between gamma-band neural oscillations and language skills in youth with Autism Spectrum Disorder and their first-degree relatives / Vardan ARUTIUNIAN in Molecular Autism, 15 (2024)  

Public ISBD [article]  inMolecular Autism > 15 (2024) . - 19p. Titre : The relationship between gamma-band neural oscillations and language skills in youth with Autism Spectrum Disorder and their first-degree relatives Type de document : texte imprimé Auteurs : Vardan ARUTIUNIAN, Auteur ; Megha SANTHOSH, Auteur ; Emily NEUHAUS, Auteur ; Heather BORLAND, Auteur ; Chris TOMPKINS, Auteur ; Raphael A. BERNIER, Auteur ; Susan Y. BOOKHEIMER, Auteur ; Mirella DAPRETTO, Auteur ; Abha R. GUPTA, Auteur ; Allison JACK, Auteur ; Shafali S. JESTE, Auteur ; James C. MCPARTLAND, Auteur ; Adam J. NAPLES, Auteur ; John D. VAN HORN, Auteur ; Kevin A. PELPHREY, Auteur ; Sara Jane WEBB, Auteur Article en page(s) : 19p. Langues : Anglais (eng) Mots-clés : Humans  Autism Spectrum Disorder/physiopathology/psychology  Male  Female  Adolescent  Gamma Rhythm  Child  Electroencephalography  Language  Family  Siblings  Autism Spectrum Disorder (ASD)  Excitation/inhibition balance  Gamma power  Language skills  Unaffected siblings  Health, and BlackThorn Therapeutics, has received research funding from Janssen  Research and Development, serves on the Scientific Advisory Boards of Pastorus  and Modern Clinics, and receives royalties from Guilford Press, Lambert, Oxford,  and Springer. The remaining authors have no conflict of interest to declare. Index. décimale : PER Périodiques Résumé : BACKGROUND: Most children with Autism Spectrum Disorder (ASD) have co-occurring language impairments and some of these autism-specific language difficulties are also present in their non-autistic first-degree relatives. One of the possible neural mechanisms associated with variability in language functioning is alterations in cortical gamma-band oscillations, hypothesized to be related to neural excitation and inhibition balance. METHODS: We used a high-density 128-channel electroencephalography (EEG) to register brain response to speech stimuli in a large sex-balanced sample of participants: 125 youth with ASD, 121 typically developing (TD) youth, and 40 unaffected siblings (US) of youth with ASD. Language skills were assessed with Clinical Evaluation of Language Fundamentals. RESULTS: First, during speech processing, we identified significantly elevated gamma power in ASD participants compared to TD controls. Second, across all youth, higher gamma power was associated with lower language skills. Finally, the US group demonstrated an intermediate profile in both language and gamma power, with nonverbal IQ mediating the relationship between gamma power and language skills. LIMITATIONS: We only focused on one of the possible neural contributors to variability in language functioning. Also, the US group consisted of a smaller number of participants in comparison to the ASD or TD groups. Finally, due to the timing issue in EEG system we have provided only non-phase-locked analysis. CONCLUSIONS: Autistic youth showed elevated gamma power, suggesting higher excitation in the brain in response to speech stimuli and elevated gamma power was related to lower language skills. The US group showed an intermediate pattern of gamma activity, suggesting that the broader autism phenotype extends to neural profiles. En ligne : https://dx.doi.org/10.1186/s13229-024-00598-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] The relationship between gamma-band neural oscillations and language skills in youth with Autism Spectrum Disorder and their first-degree relatives [texte imprimé] / Vardan ARUTIUNIAN, Auteur ; Megha SANTHOSH, Auteur ; Emily NEUHAUS, Auteur ; Heather BORLAND, Auteur ; Chris TOMPKINS, Auteur ; Raphael A. BERNIER, Auteur ; Susan Y. BOOKHEIMER, Auteur ; Mirella DAPRETTO, Auteur ; Abha R. GUPTA, Auteur ; Allison JACK, Auteur ; Shafali S. JESTE, Auteur ; James C. MCPARTLAND, Auteur ; Adam J. NAPLES, Auteur ; John D. VAN HORN, Auteur ; Kevin A. PELPHREY, Auteur ; Sara Jane WEBB, Auteur . - 19p. Langues : Anglais (eng) in Molecular Autism > 15 (2024) . - 19p. Mots-clés : Humans  Autism Spectrum Disorder/physiopathology/psychology  Male  Female  Adolescent  Gamma Rhythm  Child  Electroencephalography  Language  Family  Siblings  Autism Spectrum Disorder (ASD)  Excitation/inhibition balance  Gamma power  Language skills  Unaffected siblings  Health, and BlackThorn Therapeutics, has received research funding from Janssen  Research and Development, serves on the Scientific Advisory Boards of Pastorus  and Modern Clinics, and receives royalties from Guilford Press, Lambert, Oxford,  and Springer. The remaining authors have no conflict of interest to declare. Index. décimale : PER Périodiques Résumé : BACKGROUND: Most children with Autism Spectrum Disorder (ASD) have co-occurring language impairments and some of these autism-specific language difficulties are also present in their non-autistic first-degree relatives. One of the possible neural mechanisms associated with variability in language functioning is alterations in cortical gamma-band oscillations, hypothesized to be related to neural excitation and inhibition balance. METHODS: We used a high-density 128-channel electroencephalography (EEG) to register brain response to speech stimuli in a large sex-balanced sample of participants: 125 youth with ASD, 121 typically developing (TD) youth, and 40 unaffected siblings (US) of youth with ASD. Language skills were assessed with Clinical Evaluation of Language Fundamentals. RESULTS: First, during speech processing, we identified significantly elevated gamma power in ASD participants compared to TD controls. Second, across all youth, higher gamma power was associated with lower language skills. Finally, the US group demonstrated an intermediate profile in both language and gamma power, with nonverbal IQ mediating the relationship between gamma power and language skills. LIMITATIONS: We only focused on one of the possible neural contributors to variability in language functioning. Also, the US group consisted of a smaller number of participants in comparison to the ASD or TD groups. Finally, due to the timing issue in EEG system we have provided only non-phase-locked analysis. CONCLUSIONS: Autistic youth showed elevated gamma power, suggesting higher excitation in the brain in response to speech stimuli and elevated gamma power was related to lower language skills. The US group showed an intermediate pattern of gamma activity, suggesting that the broader autism phenotype extends to neural profiles. En ligne : https://dx.doi.org/10.1186/s13229-024-00598-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age / Ana Maria GONZALEZ-BARRERO in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3888-3897 Titre : Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age Type de document : texte imprimé Auteurs : Ana Maria GONZALEZ-BARRERO, Auteur ; Aparna NADIG, Auteur Article en page(s) : p.3888-3897 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Bilingualism  Language skills  Morphology  School-age children  Vocabulary Index. décimale : PER Périodiques Résumé : We examined the lexical and grammatical skills of monolingual and bilingual school-age children with autism spectrum disorders (ASD). Thirteen monolingual and thirteen bilingual children with ASD without intellectual disability, were compared on standardized measures of vocabulary and morphology. Findings revealed that bilingual children performed in the average monolingual range on a standardized receptive vocabulary test and slightly below the average range on a standardized morphological task in their dominant language. Prior work indicates that bilingual exposure is not detrimental for early language development in children with autism. The current findings suggest that at school age, bilinguals with ASD show similar language development patterns as those described in the literature on typically-developing bilinguals. En ligne : http://dx.doi.org/10.1007/s10803-019-04073-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age [texte imprimé] / Ana Maria GONZALEZ-BARRERO, Auteur ; Aparna NADIG, Auteur . - p.3888-3897. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3888-3897 Mots-clés : Autism spectrum disorders  Bilingualism  Language skills  Morphology  School-age children  Vocabulary Index. décimale : PER Périodiques Résumé : We examined the lexical and grammatical skills of monolingual and bilingual school-age children with autism spectrum disorders (ASD). Thirteen monolingual and thirteen bilingual children with ASD without intellectual disability, were compared on standardized measures of vocabulary and morphology. Findings revealed that bilingual children performed in the average monolingual range on a standardized receptive vocabulary test and slightly below the average range on a standardized morphological task in their dominant language. Prior work indicates that bilingual exposure is not detrimental for early language development in children with autism. The current findings suggest that at school age, bilinguals with ASD show similar language development patterns as those described in the literature on typically-developing bilinguals. En ligne : http://dx.doi.org/10.1007/s10803-019-04073-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Editorial: Early intervention in response to language delays – is there a danger of putting too many eggs in the wrong basket? / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

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Correlation between PEAK relational training system and one-word picture vocabulary tests / Autumn N. MCKEEL in Research in Autism Spectrum Disorders, 12 (April 2015)  

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Developmental dyslexia: predicting individual risk / Paul A. THOMPSON in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)  

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Metaphor comprehension and production in verbally able children with Autism Spectrum Disorder / Stella LAMPRI in Autism Research, 17-11 (November 2024)  

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Understanding comorbidity of learning disorders: task-dependent estimates of prevalence / Kristina MOLL in Journal of Child Psychology and Psychiatry, 60-3 (March 2019)  

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