Using the Clinical Global Impression scale to assess social communication change in minimally verbal children with autism spectrum disorder

2021 ◽  
Author(s):  
Christina Toolan ◽  
Alison Holbrook ◽  
Andrew Schlink ◽  
Stephanie Shire ◽  
Nancy Brady ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Clinical Global Impression ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Minimally Verbal ◽  
Clinical Global Impression Scale ◽  
Minimally Verbal Children

scholarly journals Characterizing the early vocabulary profiles of preverbal and minimally verbal children with autism spectrum disorder

Autism ◽  
2020 ◽  
pp. 136236132097379
Author(s):  
Eileen Haebig ◽  
Eva Jiménez ◽  
Christopher R Cox ◽  
Thomas T Hills
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Minimally Verbal ◽  
Vocabulary Size ◽  
Sound Effects ◽  
Minimally Verbal Children

Children with autism spectrum disorder often have significant language delays. But do they learn language differently than neurotypical toddlers? We compared the lexical skills of 64 preverbal and minimally verbal children with autism spectrum disorder to 461 vocabulary-size-matched typically developing toddlers. We also examined social features of verb knowledge using a novel collection of social ratings. Children with autism spectrum disorder produced proportionally more verbs than typically developing toddlers. Children with autism spectrum disorder produced proportionally more action and food words, while typically developing toddlers produced proportionally more animal, people words, and animal sounds and sound effects. Children with autism spectrum disorder also produced “mommy” and “daddy” at lower rates. We discuss how these differences may reflect an association between lexical development and weaknesses in social communication. Lay abstract Although preverbal and minimally verbal children with autism spectrum disorder represent a significant portion of the autism spectrum disorder population, we have a limited understanding of and characterization of them. Although it is a given that their lexical profiles contain fewer words, it is important to determine whether (a) the words preverbal and minimally verbal children with autism spectrum disorder produce are similar to the first words typically developing children produce or (b) there are unique features of the limited words that preverbal and minimally verbal children with autism spectrum disorder produce. The current study compared the early word profiles of preverbal and minimally verbal children with autism spectrum disorder to vocabulary-matched typically developing toddlers. Children with autism spectrum disorder produced proportionally more verbs than typically developing toddlers. Also, children with autism spectrum disorder produced proportionally more action and food words, while typically developing toddlers produced proportionally more animal words, animal sounds and sound effects, and people words. Children with autism spectrum disorder also produced “mommy” and “daddy” at lower rates. Our findings identified several areas of overlap in early word learning; however, our findings also point to differences that may be connected to core weaknesses in social communication (i.e. people words). The findings highlight words and categories that could serve as useful targets for communication intervention with preverbal and minimally verbal children with autism spectrum disorder.

scholarly journals Concurrent Social Communication Predictors of Expressive Language in Minimally Verbal Children and Adolescents with Autism Spectrum Disorder

2019 ◽  
Vol 49 (9) ◽  
pp. 3767-3785 ◽  
Author(s):  
Meredith Pecukonis ◽  
Daniela Plesa Skwerer ◽  
Brady Eggleston ◽  
Steven Meyer ◽  
Helen Tager-Flusberg
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Social Communication ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Minimally Verbal ◽  
Adolescents With Autism ◽  
Minimally Verbal Children

Vocalizations of minimally verbal children with autism spectrum disorder across the school year

Autism ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 371-382 ◽  
Author(s):  
Moon Young Savana Bak ◽  
Joshua B Plavnick ◽  
Sarah M Byrne
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Service Providers ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Minimally Verbal ◽  
Environment Analysis ◽  
School Year ◽  
Minimally Verbal Children

Little is known about the language trajectories of minimally verbal school-aged children with autism spectrum disorders. The present investigation conducted observations across two elementary schools over an entire school year to analyze the vocal language development of nine minimally verbal children with autism spectrum disorder between the ages of 6 and 10 years, and their educational service providers. A Language Environment Analysis™ device automatically recorded and disaggregated over 743 h of data on child vocalizations, and vocal interactions with adults. Vocalizations did not increase for eight of the nine participants, and conversational counts between participants and adults were near zero across the entire year. These results speak to the need for additional research examining language development and potential intervention strategies among minimally verbal children with autism spectrum disorder.

5.12 Physiological Biomarkers for Prediction of Imminent Aggression in Minimally Verbal Children With Autism Spectrum Disorder

2017 ◽  
Vol 56 (10) ◽  
pp. S256-S257 ◽  
Author(s):  
Diana Cumpanasoiu ◽  
Carla Mazefsky ◽  
Amy Stedman ◽  
Christine Peura ◽  
Peng Tian ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Minimally Verbal ◽  
Minimally Verbal Children
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