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Phonology and vocal behavior in toddlers with autism spectrum disorders / Elizabeth SCHOEN in Autism Research, 4-3 (June 2011)
[article]
Titre : Phonology and vocal behavior in toddlers with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth SCHOEN, Auteur ; Rhea PAUL, Auteur ; Katarzyna CHAWARSKA, Auteur Année de publication : 2011 Article en page(s) : p.177-188 Langues : Anglais (eng) Mots-clés : autism phonology autism spectrum disorders atypical vocalizations Index. décimale : PER Périodiques Résumé : The purpose of this study is to examine the phonological and other vocal productions of children, 18–36 months, with autism spectrum disorder (ASD) and to compare these productions to those of age-matched and language-matched controls. Speech samples were obtained from 30 toddlers with ASD, 11 age-matched toddlers and 23 language-matched toddlers during either parent–child or clinician–child play sessions. Samples were coded for a variety of speech-like and nonspeech vocalization productions. Toddlers with ASD produced speech-like vocalizations similar to those of language-matched peers, but produced significantly more atypical nonspeech vocalizations when compared to both control groups. Toddlers with ASD show speech-like sound production that is linked to their language level, in a manner similar to that seen in typical development. The main area of difference in vocal development in this population is in the production of atypical vocalizations. Findings suggest that toddlers with ASDs do not tune into the language model of their environment. Failure to attend to the ambient language environment negatively impacts the ability to acquire spoken language. En ligne : http://dx.doi.org/10.1002/aur.183 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Autism Research > 4-3 (June 2011) . - p.177-188[article] Phonology and vocal behavior in toddlers with autism spectrum disorders [Texte imprimé et/ou numérique] / Elizabeth SCHOEN, Auteur ; Rhea PAUL, Auteur ; Katarzyna CHAWARSKA, Auteur . - 2011 . - p.177-188.
Langues : Anglais (eng)
in Autism Research > 4-3 (June 2011) . - p.177-188
Mots-clés : autism phonology autism spectrum disorders atypical vocalizations Index. décimale : PER Périodiques Résumé : The purpose of this study is to examine the phonological and other vocal productions of children, 18–36 months, with autism spectrum disorder (ASD) and to compare these productions to those of age-matched and language-matched controls. Speech samples were obtained from 30 toddlers with ASD, 11 age-matched toddlers and 23 language-matched toddlers during either parent–child or clinician–child play sessions. Samples were coded for a variety of speech-like and nonspeech vocalization productions. Toddlers with ASD produced speech-like vocalizations similar to those of language-matched peers, but produced significantly more atypical nonspeech vocalizations when compared to both control groups. Toddlers with ASD show speech-like sound production that is linked to their language level, in a manner similar to that seen in typical development. The main area of difference in vocal development in this population is in the production of atypical vocalizations. Findings suggest that toddlers with ASDs do not tune into the language model of their environment. Failure to attend to the ambient language environment negatively impacts the ability to acquire spoken language. En ligne : http://dx.doi.org/10.1002/aur.183 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 Predictors of developmental dyslexia in European orthographies with varying complexity / Karin LANDERL in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)
[article]
Titre : Predictors of developmental dyslexia in European orthographies with varying complexity Type de document : Texte imprimé et/ou numérique Auteurs : Karin LANDERL, Auteur ; Franck RAMUS, Auteur ; Kristina MOLL, Auteur ; Heikki LYYTINEN, Auteur ; Paavo H. T. LEPPÄNEN, Auteur ; Kaisa LOHVANSUU, Auteur ; Michael C. O'DONOVAN, Auteur ; Julie WILLIAMS, Auteur ; Jürgen BARTLING, Auteur ; Jennifer BRUDER, Auteur ; Sarah KUNZE, Auteur ; Nina NEUHOFF, Auteur ; Dénes TOTH, Auteur ; Ferenc HONBOLYGO, Auteur ; Valéria CSEPE, Auteur ; Caroline BOGLIOTTI, Auteur ; Stéphanie IANNUZZI, Auteur ; Yves CHAIX, Auteur ; Jean-François DEMONET, Auteur ; Emilie LONGERAS, Auteur ; Sylviane VALDOIS, Auteur ; Camille CHABERNAUD, Auteur ; Florence DELTEIL-PINTON, Auteur ; Catherine BILLARD, Auteur ; Florence GEORGE, Auteur ; Johannes C. ZIEGLER, Auteur ; Isabelle COMTE-GERVAIS, Auteur ; Isabelle SOARES-BOUCAUD, Auteur ; Christophe-Loïc GERARD, Auteur ; Leo BLOMERT, Auteur ; Anniek VAESSEN, Auteur ; Patty GERRETSEN, Auteur ; Michel EKKEBUS, Auteur ; Daniel BRANDEIS, Auteur ; Urs MAURER, Auteur ; Enrico SCHULZ, Auteur ; Sanne VAN DER MARK, Auteur ; Bertram MÜLLER-MYHSOK, Auteur ; Gerd SCHULTE-KÖRNE, Auteur Article en page(s) : p.686-694 Langues : Anglais (eng) Mots-clés : Dyslexia phonology orthography cross-linguistic Index. décimale : PER Périodiques Résumé : Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia. En ligne : http://dx.doi.org/10.1111/jcpp.12029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Journal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.686-694[article] Predictors of developmental dyslexia in European orthographies with varying complexity [Texte imprimé et/ou numérique] / Karin LANDERL, Auteur ; Franck RAMUS, Auteur ; Kristina MOLL, Auteur ; Heikki LYYTINEN, Auteur ; Paavo H. T. LEPPÄNEN, Auteur ; Kaisa LOHVANSUU, Auteur ; Michael C. O'DONOVAN, Auteur ; Julie WILLIAMS, Auteur ; Jürgen BARTLING, Auteur ; Jennifer BRUDER, Auteur ; Sarah KUNZE, Auteur ; Nina NEUHOFF, Auteur ; Dénes TOTH, Auteur ; Ferenc HONBOLYGO, Auteur ; Valéria CSEPE, Auteur ; Caroline BOGLIOTTI, Auteur ; Stéphanie IANNUZZI, Auteur ; Yves CHAIX, Auteur ; Jean-François DEMONET, Auteur ; Emilie LONGERAS, Auteur ; Sylviane VALDOIS, Auteur ; Camille CHABERNAUD, Auteur ; Florence DELTEIL-PINTON, Auteur ; Catherine BILLARD, Auteur ; Florence GEORGE, Auteur ; Johannes C. ZIEGLER, Auteur ; Isabelle COMTE-GERVAIS, Auteur ; Isabelle SOARES-BOUCAUD, Auteur ; Christophe-Loïc GERARD, Auteur ; Leo BLOMERT, Auteur ; Anniek VAESSEN, Auteur ; Patty GERRETSEN, Auteur ; Michel EKKEBUS, Auteur ; Daniel BRANDEIS, Auteur ; Urs MAURER, Auteur ; Enrico SCHULZ, Auteur ; Sanne VAN DER MARK, Auteur ; Bertram MÜLLER-MYHSOK, Auteur ; Gerd SCHULTE-KÖRNE, Auteur . - p.686-694.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.686-694
Mots-clés : Dyslexia phonology orthography cross-linguistic Index. décimale : PER Périodiques Résumé : Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia. En ligne : http://dx.doi.org/10.1111/jcpp.12029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Reading outcomes in children with developmental language disorder: A person-centered approach / Marja C ERISMAN in Autism & Developmental Language Impairments, 5 (January-December 2020)
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Titre : Reading outcomes in children with developmental language disorder: A person-centered approach Type de document : Texte imprimé et/ou numérique Auteurs : Marja C ERISMAN, Auteur ; Elma BLOM, Auteur Langues : Anglais (eng) Mots-clés : Developmental Language Disorder reading difficulties phonology executive functioning person-centered approach Index. décimale : PER Périodiques Résumé : Background and aimsMany children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach.Method87 monolingual Dutch children diagnosed with DLD performed at ages 5 or 6?years nine tests of nonverbal IQ, oral language proficiency, phonological memory (PM) and executive functioning (EF). Two years later, the same children were tested on single (non-)word reading. Latent profile analyses were conducted to identify profiles based on oral language proficiency, phonological memory and executive functioning at age 5–6?years, which, in turn, were related to nonverbal IQ and to single-word reading two years later.ResultsFour profiles were identified and labelled relative to their position within the DLD-sample: 1. Weak performance overall, 2. Strong EF-average language and PM, 3. Mild working memory (WM) deficiencies-average language and PM, 4. Strong development overall. Profiles 1 and 3 had below average nonverbal IQ scores and were associated with low word reading outcomes two years later.ConclusionsWithin the group of children with DLD, children with relatively weak oral language, phonological memory and executive functioning, or children with working memory deficiencies are most at risk for developing reading difficulties. The findings support a multiple risk framework and confirm that a person-centered approach is promising in predicting reading outcomes in DLD.Implications: Research into individual differences in DLD is dominated by variable-centered approaches. This study illustrates how a person-centered approach, which views variables as properties of individuals, captures variation in the DLD-population. Using this bottom-up approach, the study highlights how an individual’s strengths and weaknesses across different developmental domains can be combined into profiles that relate to later reading outcomes. As such, it can provide an example for future DLD research. En ligne : http://dx.doi.org/10.1177/2396941520979857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Reading outcomes in children with developmental language disorder: A person-centered approach [Texte imprimé et/ou numérique] / Marja C ERISMAN, Auteur ; Elma BLOM, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Developmental Language Disorder reading difficulties phonology executive functioning person-centered approach Index. décimale : PER Périodiques Résumé : Background and aimsMany children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach.Method87 monolingual Dutch children diagnosed with DLD performed at ages 5 or 6?years nine tests of nonverbal IQ, oral language proficiency, phonological memory (PM) and executive functioning (EF). Two years later, the same children were tested on single (non-)word reading. Latent profile analyses were conducted to identify profiles based on oral language proficiency, phonological memory and executive functioning at age 5–6?years, which, in turn, were related to nonverbal IQ and to single-word reading two years later.ResultsFour profiles were identified and labelled relative to their position within the DLD-sample: 1. Weak performance overall, 2. Strong EF-average language and PM, 3. Mild working memory (WM) deficiencies-average language and PM, 4. Strong development overall. Profiles 1 and 3 had below average nonverbal IQ scores and were associated with low word reading outcomes two years later.ConclusionsWithin the group of children with DLD, children with relatively weak oral language, phonological memory and executive functioning, or children with working memory deficiencies are most at risk for developing reading difficulties. The findings support a multiple risk framework and confirm that a person-centered approach is promising in predicting reading outcomes in DLD.Implications: Research into individual differences in DLD is dominated by variable-centered approaches. This study illustrates how a person-centered approach, which views variables as properties of individuals, captures variation in the DLD-population. Using this bottom-up approach, the study highlights how an individual’s strengths and weaknesses across different developmental domains can be combined into profiles that relate to later reading outcomes. As such, it can provide an example for future DLD research. En ligne : http://dx.doi.org/10.1177/2396941520979857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 Specificity of Phonological Representations for Children with Autism Spectrum Disorder / R. POMPER in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
[article]
Titre : Specificity of Phonological Representations for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. POMPER, Auteur ; S. ELLIS WEISMER, Auteur ; Jenny SAFFRAN, Auteur ; J. EDWARDS, Auteur Article en page(s) : p.3351-3363 Langues : Anglais (eng) Mots-clés : Autism Eye-tracking Lexical processing Phonology Weak central coherence Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorder (ASD) are sensitive to mispronunciations of familiar words and compared their sensitivity to children with typical-development. Sixty-four toddlers with ASD and 31 younger, typical controls participated in a looking-while-listening task that measured their accuracy in fixating the correct object when it was labelled with a correct pronunciation versus mispronunciation. A cognitive style that prioritizes processing local, rather than global features, as claimed by the weak central coherence theory, predicts that children with ASD should be more sensitive to mispronunciations than typical controls. The results, however, reveal no differences in the effect of mispronunciations on lexical processing between groups, even when matched for receptive language or non-verbal cognitive skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04054-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3351-3363[article] Specificity of Phonological Representations for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / R. POMPER, Auteur ; S. ELLIS WEISMER, Auteur ; Jenny SAFFRAN, Auteur ; J. EDWARDS, Auteur . - p.3351-3363.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3351-3363
Mots-clés : Autism Eye-tracking Lexical processing Phonology Weak central coherence Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorder (ASD) are sensitive to mispronunciations of familiar words and compared their sensitivity to children with typical-development. Sixty-four toddlers with ASD and 31 younger, typical controls participated in a looking-while-listening task that measured their accuracy in fixating the correct object when it was labelled with a correct pronunciation versus mispronunciation. A cognitive style that prioritizes processing local, rather than global features, as claimed by the weak central coherence theory, predicts that children with ASD should be more sensitive to mispronunciations than typical controls. The results, however, reveal no differences in the effect of mispronunciations on lexical processing between groups, even when matched for receptive language or non-verbal cognitive skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04054-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403