10 recherche sur le mot-clé 'structural language'

Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults / Sandrine FERRE ; Laurice TULLER ; Emmanuelle HOUY-DURAND ; Frédérique BONNET-BRILHAULT ; Philippe PREVOST in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102361 Titre : Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults Type de document : texte imprimé Auteurs : Sandrine FERRE, Auteur ; Laurice TULLER, Auteur ; Emmanuelle HOUY-DURAND, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Philippe PREVOST, Auteur Année de publication : 2024 Article en page(s) : p.102361 Langues : Anglais (eng) Mots-clés : Autism  Adulthood  Profiles  Structural language  Nonverbal intelligence  Cluster analysis Index. décimale : PER Périodiques Résumé : Background A diagnosis of autism includes the specification of any accompanying language impairment (LI) and Disorders of Intellectual Development (DID). The International Classification of Diseases (ICD-11) mentions the existence of four different profiles for verbal autistic individuals, resulting from the logical combinations of presence and absence of LI and DID. While these profiles have been identified in autistic children, equivalent evidence is lacking for adults, as studies on this population are quantitatively and qualitatively limited. Language tasks are generally ill-adapted to autistic adults and individuals with DID are rarely integrated into experimental cohorts. This study means to fill this gap by proposing a systematic investigation of structural language and nonverbal intellectual abilities (NVIQ) in autistic adults across the whole verbal spectrum based on explicitly motivated measures. Methods For structural language, the adult adaptation of autism-friendly nonword and sentence repetition tasks shown to be sensitive to LI were selected; for NVIQ, Block Design and Matrix Reasoning of the WAIS-IV were employed. These tasks were administered to 48 autistic adults aged 18-56 years and to 50 age-matched controls. Results Cluster analysis revealed three distinct profiles: two homogeneous (intact language with high NVIQ and LI with low NVIQ) and one displaying discrepant abilities, including normal language with low NVIQ. Conversely, the LI with average/high NVIQ profile was not found. Conclusions Profiles in adulthood seem more homogeneous than in childhood. One hypothesis is that cognitive changes occur during development that reduce ability discrepancy, such as severe LI contributing to decreasing nonverbal abilities over time. En ligne : https://doi.org/10.1016/j.rasd.2024.102361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults [texte imprimé] / Sandrine FERRE, Auteur ; Laurice TULLER, Auteur ; Emmanuelle HOUY-DURAND, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Philippe PREVOST, Auteur . - 2024 . - p.102361. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102361 Mots-clés : Autism  Adulthood  Profiles  Structural language  Nonverbal intelligence  Cluster analysis Index. décimale : PER Périodiques Résumé : Background A diagnosis of autism includes the specification of any accompanying language impairment (LI) and Disorders of Intellectual Development (DID). The International Classification of Diseases (ICD-11) mentions the existence of four different profiles for verbal autistic individuals, resulting from the logical combinations of presence and absence of LI and DID. While these profiles have been identified in autistic children, equivalent evidence is lacking for adults, as studies on this population are quantitatively and qualitatively limited. Language tasks are generally ill-adapted to autistic adults and individuals with DID are rarely integrated into experimental cohorts. This study means to fill this gap by proposing a systematic investigation of structural language and nonverbal intellectual abilities (NVIQ) in autistic adults across the whole verbal spectrum based on explicitly motivated measures. Methods For structural language, the adult adaptation of autism-friendly nonword and sentence repetition tasks shown to be sensitive to LI were selected; for NVIQ, Block Design and Matrix Reasoning of the WAIS-IV were employed. These tasks were administered to 48 autistic adults aged 18-56 years and to 50 age-matched controls. Results Cluster analysis revealed three distinct profiles: two homogeneous (intact language with high NVIQ and LI with low NVIQ) and one displaying discrepant abilities, including normal language with low NVIQ. Conversely, the LI with average/high NVIQ profile was not found. Conclusions Profiles in adulthood seem more homogeneous than in childhood. One hypothesis is that cognitive changes occur during development that reduce ability discrepancy, such as severe LI contributing to decreasing nonverbal abilities over time. En ligne : https://doi.org/10.1016/j.rasd.2024.102361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

The interaction of fine motor, gesture, and structural language skills: The case of autism spectrum disorder / Elise C. TAVERNA in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101824 Titre : The interaction of fine motor, gesture, and structural language skills: The case of autism spectrum disorder Type de document : texte imprimé Auteurs : Elise C. TAVERNA, Auteur ; Tania B. HUEDO-MEDINA, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : 101824 Langues : Anglais (eng) Mots-clés : Autism  Motor skills  Structural language  Vocabulary  Imitation  Gesture Index. décimale : PER Périodiques Résumé : Motor skill differences have been consistently reported in individuals with ASD. Associations between motor skill and social communication skills have been reported in both typical development (TD) and autism spectrum disorder (ASD). The current study extends these findings to characterize performance on a fine motor imitation task, probing skills as a predictor of social and communicative functioning, and co-speech gesture use. These research questions were addressed by a secondary analysis of data collected during a previous study characterizing a cohort of individuals who were diagnosed with ASD in early childhood but lost the autism diagnosis (LAD) by the time of adolescence. Fine motor imitation skills were compared between 14 individuals with LAD, 15 individuals with autism spectrum disorder (ASD), and 12 typically developing (TD) individuals. LAD and TD groups had more advanced fine motor imitation skills than the ASD group, and abilities were significantly associated with ASD symptoms and amount of gesture use (though there was a counterintuitive interaction between group and fine motor skill in the LAD and TD groups only, in which lower motor skills predicted more ASD symptoms; this relationship was of a small effect size and is likely driven by the compressed range of fine motor skills in these two groups). Findings suggest that fine motor skills normalize along with social communication skills and restricted and repetitive behaviors and interests in individuals who lose the ASD diagnosis, and that individuals with better fine motor abilities produce more co-speech gesture. En ligne : https://doi.org/10.1016/j.rasd.2021.101824 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] The interaction of fine motor, gesture, and structural language skills: The case of autism spectrum disorder [texte imprimé] / Elise C. TAVERNA, Auteur ; Tania B. HUEDO-MEDINA, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur . - 101824. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101824 Mots-clés : Autism  Motor skills  Structural language  Vocabulary  Imitation  Gesture Index. décimale : PER Périodiques Résumé : Motor skill differences have been consistently reported in individuals with ASD. Associations between motor skill and social communication skills have been reported in both typical development (TD) and autism spectrum disorder (ASD). The current study extends these findings to characterize performance on a fine motor imitation task, probing skills as a predictor of social and communicative functioning, and co-speech gesture use. These research questions were addressed by a secondary analysis of data collected during a previous study characterizing a cohort of individuals who were diagnosed with ASD in early childhood but lost the autism diagnosis (LAD) by the time of adolescence. Fine motor imitation skills were compared between 14 individuals with LAD, 15 individuals with autism spectrum disorder (ASD), and 12 typically developing (TD) individuals. LAD and TD groups had more advanced fine motor imitation skills than the ASD group, and abilities were significantly associated with ASD symptoms and amount of gesture use (though there was a counterintuitive interaction between group and fine motor skill in the LAD and TD groups only, in which lower motor skills predicted more ASD symptoms; this relationship was of a small effect size and is likely driven by the compressed range of fine motor skills in these two groups). Findings suggest that fine motor skills normalize along with social communication skills and restricted and repetitive behaviors and interests in individuals who lose the ASD diagnosis, and that individuals with better fine motor abilities produce more co-speech gesture. En ligne : https://doi.org/10.1016/j.rasd.2021.101824 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

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

Public ISBD [article]  inDevelopment and Psychopathology > 37-3 (August 2025) . - p.1165-1175 Titre : Childhood language development and alexithymia in adolescence: an 8-year longitudinal study Type de document : texte imprimé Auteurs : Ka Shu LEE, Auteur ; Caroline CATMUR, Auteur ; Geoffrey BIRD, Auteur Article en page(s) : p.1165-1175 Langues : Anglais (eng) Mots-clés : alexithymia  emotional awareness  language development  longitudinal  structural language Index. décimale : PER Périodiques Résumé : Alexithymia (difficulties identifying and describing feelings) predicts increased risks for psychopathology, especially during the transition from childhood to adolescence. However, little is known of the early contributors to alexithymia. The language hypothesis of alexithymia suggests that language deficits play a primary role in predisposing language-impaired groups to developing alexithymia; yet longitudinal data tracking prospective relationship between language function and alexithymia are scarce. Leveraging data from the Surrey Communication and Language in Education cohort (N = 229, mean age at time point 1 = 5.32 years, SD = 0.29, 51.1% female), we investigated the prospective link between childhood language development and alexithymic traits in adolescence. Results indicated that boys with low language function at ages 4-5 years, and those who later met the diagnostic criteria for language disorders at ages 5-6 years, reported elevated alexithymic traits when they reached adolescence. Parent-reported child syntax abilities at ages 5-6 years revealed a dimensional relationship with alexithymic traits, and this was consistent with behavioral assessments on related structural language abilities. Empirically derived language groups and latent language trajectories did not predict alexithymic traits in adolescence. While findings support the language hypothesis of alexithymia, greater specificity of the alexithymia construct in developmental populations is needed to guide clinical interventions. En ligne : https://www.cambridge.org/core/product/216BD9A2CAA8AABB19A43F522257EFFD Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=564 [article] Childhood language development and alexithymia in adolescence: an 8-year longitudinal study [texte imprimé] / Ka Shu LEE, Auteur ; Caroline CATMUR, Auteur ; Geoffrey BIRD, Auteur . - p.1165-1175. Langues : Anglais (eng) in Development and Psychopathology > 37-3 (August 2025) . - p.1165-1175 Mots-clés : alexithymia  emotional awareness  language development  longitudinal  structural language Index. décimale : PER Périodiques Résumé : Alexithymia (difficulties identifying and describing feelings) predicts increased risks for psychopathology, especially during the transition from childhood to adolescence. However, little is known of the early contributors to alexithymia. The language hypothesis of alexithymia suggests that language deficits play a primary role in predisposing language-impaired groups to developing alexithymia; yet longitudinal data tracking prospective relationship between language function and alexithymia are scarce. Leveraging data from the Surrey Communication and Language in Education cohort (N = 229, mean age at time point 1 = 5.32 years, SD = 0.29, 51.1% female), we investigated the prospective link between childhood language development and alexithymic traits in adolescence. Results indicated that boys with low language function at ages 4-5 years, and those who later met the diagnostic criteria for language disorders at ages 5-6 years, reported elevated alexithymic traits when they reached adolescence. Parent-reported child syntax abilities at ages 5-6 years revealed a dimensional relationship with alexithymic traits, and this was consistent with behavioral assessments on related structural language abilities. Empirically derived language groups and latent language trajectories did not predict alexithymic traits in adolescence. While findings support the language hypothesis of alexithymia, greater specificity of the alexithymia construct in developmental populations is needed to guide clinical interventions. En ligne : https://www.cambridge.org/core/product/216BD9A2CAA8AABB19A43F522257EFFD Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=564

I thought we were good: social cognition, figurative language, and adolescent psychopathology / Nancie IM-BOLTER in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.724-732 Titre : I thought we were good: social cognition, figurative language, and adolescent psychopathology Type de document : texte imprimé Auteurs : Nancie IM-BOLTER, Auteur ; Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur Article en page(s) : p.724-732 Langues : Anglais (eng) Mots-clés : Social cognition  structural language  figurative language  adolescence  mental health Index. décimale : PER Périodiques Résumé : Background Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12–17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. En ligne : http://dx.doi.org/10.1111/jcpp.12067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] I thought we were good: social cognition, figurative language, and adolescent psychopathology [texte imprimé] / Nancie IM-BOLTER, Auteur ; Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur . - p.724-732. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.724-732 Mots-clés : Social cognition  structural language  figurative language  adolescence  mental health Index. décimale : PER Périodiques Résumé : Background Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12–17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. En ligne : http://dx.doi.org/10.1111/jcpp.12067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11 / Silvia SILLERESI in Autism Research, 13-7 (July 2020)  

Public ISBD [article]  inAutism Research > 13-7 (July 2020) . - p.1155-1167 Titre : Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11 Type de document : texte imprimé Auteurs : Silvia SILLERESI, Auteur ; Philippe PREVOST, Auteur ; Racha ZEBIB, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Donatello CONTE, Auteur ; Laurice TULLER, Auteur Article en page(s) : p.1155-1167 Langues : Anglais (eng) Mots-clés : Asd  Icd-11  cluster analysis  nonverbal cognitive abilities  profiles  structural language Index. décimale : PER Périodiques Résumé : The new version of the International Classification of Diseases (ICD-11) mentions the existence of four different profiles in the verbal part of the Autism Spectrum Disorder (ASD), describing them as combinations of either spared or impaired functional language and intellectual abilities. The aim of the present study was to put ASD heterogeneity to the forefront by exploring whether clear profiles related to language and intellectual abilities emerge when investigation is extended to the entire spectrum, focusing on verbal children. Our study proposed a systematic investigation of both language (specifically, structural language abilities) and intellectual abilities (specifically, nonverbal cognitive abilities) in 51 6- to 12-year-old verbal children with ASD based on explicitly motivated measures. For structural language abilities, sentence repetition and nonword repetition tasks were selected; for nonverbal cognitive abilities, we chose Raven's Progressive Matrices, as well as Matrix Reasoning and Block Design from the Wechsler Scales. An integrative approach based on cluster analyses revealed five distinct profiles. Among these five profiles, all four logically possible combinations of structural language and nonverbal abilities mentioned in the ICD-11 were detected. Three profiles emerged among children with normal language abilities and two emerged among language-impaired children. Crucially, the existence of discrepant profiles of abilities suggests that children with ASD can display impaired language in presence of spared nonverbal intelligence or spared language in the presence of impaired nonverbal intelligence, reinforcing the hypothesis of the existence of a separate language module in the brain. Autism Res 2020, 13: 1155-1167. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present work put Autism Spectrum Disorder heterogeneity to the forefront by exploring whether clear profiles related to language and cognitive abilities emerge when investigation is extended to the entire spectrum (focusing on verbal children). The use of explicitly motivated measures of both language and cognitive abilities and of an unsupervised machine learning approach, the cluster analysis, (a) confirmed the existence of all four logically possible profiles evoked in the new ICD-11, (b) evoked the existence of (at least) a fifth profile of language/cognitive abilities, and (c) reinforced the hypothesis of a language module in the brain. En ligne : http://dx.doi.org/10.1002/aur.2268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11 [texte imprimé] / Silvia SILLERESI, Auteur ; Philippe PREVOST, Auteur ; Racha ZEBIB, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Donatello CONTE, Auteur ; Laurice TULLER, Auteur . - p.1155-1167. Langues : Anglais (eng) in Autism Research > 13-7 (July 2020) . - p.1155-1167 Mots-clés : Asd  Icd-11  cluster analysis  nonverbal cognitive abilities  profiles  structural language Index. décimale : PER Périodiques Résumé : The new version of the International Classification of Diseases (ICD-11) mentions the existence of four different profiles in the verbal part of the Autism Spectrum Disorder (ASD), describing them as combinations of either spared or impaired functional language and intellectual abilities. The aim of the present study was to put ASD heterogeneity to the forefront by exploring whether clear profiles related to language and intellectual abilities emerge when investigation is extended to the entire spectrum, focusing on verbal children. Our study proposed a systematic investigation of both language (specifically, structural language abilities) and intellectual abilities (specifically, nonverbal cognitive abilities) in 51 6- to 12-year-old verbal children with ASD based on explicitly motivated measures. For structural language abilities, sentence repetition and nonword repetition tasks were selected; for nonverbal cognitive abilities, we chose Raven's Progressive Matrices, as well as Matrix Reasoning and Block Design from the Wechsler Scales. An integrative approach based on cluster analyses revealed five distinct profiles. Among these five profiles, all four logically possible combinations of structural language and nonverbal abilities mentioned in the ICD-11 were detected. Three profiles emerged among children with normal language abilities and two emerged among language-impaired children. Crucially, the existence of discrepant profiles of abilities suggests that children with ASD can display impaired language in presence of spared nonverbal intelligence or spared language in the presence of impaired nonverbal intelligence, reinforcing the hypothesis of the existence of a separate language module in the brain. Autism Res 2020, 13: 1155-1167. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present work put Autism Spectrum Disorder heterogeneity to the forefront by exploring whether clear profiles related to language and cognitive abilities emerge when investigation is extended to the entire spectrum (focusing on verbal children). The use of explicitly motivated measures of both language and cognitive abilities and of an unsupervised machine learning approach, the cluster analysis, (a) confirmed the existence of all four logically possible profiles evoked in the new ICD-11, (b) evoked the existence of (at least) a fifth profile of language/cognitive abilities, and (c) reinforced the hypothesis of a language module in the brain. En ligne : http://dx.doi.org/10.1002/aur.2268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Is early joint attention associated with school-age pragmatic language? / Kristen GILLESPIE-LYNCH in Autism, 19-2 (February 2015)  

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Is language impaired in Spanish-speaking children with autism spectrum disorder level 1? / Alberto SÁNCHEZ PEDROCHE in Autism & Developmental Language Impairments, 9 (January-December 2024)  

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Oral language impairments in developmental disorders characterized by language strengths: A comparison of Asperger syndrome and nonverbal learning disabilities / M.E. STOTHERS in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

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Uneven Expressive Language Development in Mandarin-Exposed Preschool Children with ASD: Comparing Vocabulary, Grammar, and the Decontextualized Use of Language via the PCDI-Toddler Form / Yi Esther SU in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

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Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children / D. KASCELAN in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

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