The effects of two levels of linguistic constraint on echolalia and generative language production in children with autism

1991 ◽  
Vol 21 (2) ◽  
pp. 131-157 ◽  
Author(s):  
Patrick J. Rydell ◽  
Pat Mirenda
Keyword(s):  
Language Production ◽  
Children With Autism ◽  
Generative Language

The use of matrix training to promote generative language with children with autism

2016 ◽  
Vol 49 (4) ◽  
pp. 869-883 ◽  
Author(s):  
Sarah E. Frampton ◽  
Sarah C. Wymer ◽  
Bethany Hansen ◽  
M. Alice Shillingsburg
Keyword(s):  
Children With Autism ◽  
Matrix Training ◽  
Generative Language

scholarly journals Sources of variation in developmental language disorders: evidence from eye-tracking studies of sentence production

2014 ◽  
Vol 369 (1634) ◽  
pp. 20120393 ◽  
Author(s):  
Courtenay Frazier Norbury
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Production ◽  
Visual Inspection ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Attentional Focus ◽  
Sentence Production ◽  
Sources Of Variation ◽  
Adaptation And Learning

Skilled sentence production involves distinct stages of message conceptualization (deciding what to talk about) and message formulation (deciding how to talk about it). Eye-movement paradigms provide a mechanism for observing how speakers accomplish these aspects of production in real time. These methods have recently been applied to children with autism spectrum disorder (ASD) and specific language impairment (LI) in an effort to reveal qualitative differences between groups in sentence production processes. Findings support a multiple-deficit account in which language production is influenced not only by lexical and syntactic constraints, but also by variation in attention control, inhibition and social competence. Thus, children with ASD are especially vulnerable to atypical patterns of visual inspection and verbal utterance. The potential to influence attentional focus and prime appropriate language structures are considered as a mechanism for facilitating language adaptation and learning.

Prelinguistic predictors of language development in children with autism spectrum disorders over four–five years

2010 ◽  
Vol 38 (3) ◽  
pp. 485-503 ◽  
Author(s):  
KAREN D. BOPP ◽  
PAT MIRENDA
Keyword(s):  
Language Development ◽  
Language Comprehension ◽  
Language Production ◽  
Developmental Outcomes ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Growth Curve Modeling ◽  
Curve Modeling ◽  
Spectrum Disorders ◽  
Development Of Language

ABSTRACTThis study examined relationships between prelinguistic variables from the MacArthur-Bates CDI and the development of language comprehension and production in children with autism. Forty-four children were assessed at baseline and 6, 12, 24, 33 and 53 months later. Growth Curve Modeling was used to examine the extent to which three composite CDI variables and three CDI item groupings predicted language development over 4–5 years. When examined individually, prespeech and early gestures were significant predictors of change for both comprehension and production, but late gestures were not. In addition, initiating joint attention and games and routines predicted comprehension and production over 4–5 years, and conventional gestures also predicted production. When all factors were considered simultaneously, children's ability to participate in games and routines was the only significant predictor of language production over time. The results are discussed with regard to their implications for understanding the complex factors that affect developmental outcomes.

Differences in praxis performance and receptive language during fingerspelling between deaf children with and without autism spectrum disorder

Autism ◽  
2016 ◽  
Vol 22 (3) ◽  
pp. 271-282 ◽  
Author(s):  
Anjana N Bhat ◽  
Sudha M Srinivasan ◽  
Colleen Woxholdt ◽  
Aaron Shield
Keyword(s):  
Autism Spectrum Disorder ◽  
Sign Language ◽  
Language Production ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Deaf Children ◽  
Motor Deficits ◽  
Therapeutic Implications

Children with autism spectrum disorder present with a variety of social communication deficits such as atypicalities in social gaze and verbal and non-verbal communication delays as well as perceptuo-motor deficits like motor incoordination and dyspraxia. In this study, we had the unique opportunity to study praxis performance in deaf children with and without autism spectrum disorder in a fingerspelling context using American Sign Language. A total of 11 deaf children with autism spectrum disorder and 11 typically developing deaf children aged between 5 and 14 years completed a fingerspelling task. Children were asked to fingerspell 15 different words shown on an iPad. We coded various praxis errors and fingerspelling time. The deaf children with autism spectrum disorder had greater errors in pace, sequence precision, accuracy, and body part use and also took longer to fingerspell each word. Additionally, the deaf children with autism spectrum disorder had poor receptive language skills and this strongly correlated with their praxis performance and autism severity. These findings extend the evidence for dyspraxia in hearing children with autism spectrum disorder to deaf children with autism spectrum disorder. Poor sign language production in children with autism spectrum disorder may contribute to their poor gestural learning/comprehension and vice versa. Our findings have therapeutic implications for children with autism spectrum disorder when teaching sign language.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

On the Value of Repeated Measures of Intention, Vocabulary, and Grammar for Children With Autism

2010 ◽  
Vol 37 (Spring) ◽  
pp. 40-49
Author(s):  
Heidi H. Michiels ◽  
Janna B. Oetting
Keyword(s):  
Repeated Measures ◽  
Children With Autism

10 Tips For Testing Hearing in Children With Autism

ASHA Leader ◽  
2012 ◽  
Vol 17 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Paul M. Brueggeman
Keyword(s):  
Children With Autism
Sign in / Sign up

Export Citation Format

Share Document