Evaluation of attention problems in children with autism and children with a specific language disorder

2001 ◽  
Vol 10 (1) ◽  
pp. 58-66 ◽  
Author(s):  
M. Noterdaeme ◽  
H. Amorosa ◽  
K. Mildenberger ◽  
S. Sitter ◽  
F. Minow
Keyword(s):  
Language Disorder ◽  
Children With Autism ◽  
Attention Problems ◽  
Specific Language ◽  
Specific Language Disorder

A System for the Diagnosis of Specific Language Impairment in Kindergarten Children

1996 ◽  
Vol 39 (6) ◽  
pp. 1284-1294 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Nancy L. Records ◽  
Xuyang Zhang
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Diagnostic System ◽  
Kindergarten Children ◽  
Epidemiologic Research ◽  
Specific Language ◽  
Clinician Rating ◽  
Composite Scores ◽  
Specific Language Disorder

A valid and reliable diagnostic standard for language impairment is required for the conduct of epidemiologic research on specific language disorder. A rationale is provided for such a diagnostic system labeled the EpiSLI system. This system employed five composite scores representing norm-referenced performance in three domains of language (vocabulary, grammar, and narration) and two modalities (comprehension and production). Children who have two or more composite scores below –1.25 standard deviations were considered as children with language disorder. The performance of the EpiSLI diagnostic system was examined on a sample of 1,502 kindergarten children and it was shown that this diagnostic system yielded results that were consistent with clinician rating and previous research results.

Familial language impairment: The evidence

1996 ◽  
Vol 19 (4) ◽  
pp. 635-636
Author(s):  
Myrna Gopnik
Keyword(s):  
Complex System ◽  
Language Impairment ◽  
Interdisciplinary Research ◽  
Cognitive Skills ◽  
Language Disorder ◽  
Specific Language ◽  
Linguistic Evidence ◽  
Linguistic Skills ◽  
Specific Language Disorder

AbstractMüller argues that general cognitive skills and linguistic skills are not necessarily independent. However, cross-linguistic evidence from an inherited specific language disorder affecting productive rules suggests significant degrees of modularity, innateness, and universality of language. Confident claims about the overall nature of such a complex system still await more interdisciplinary research.

scholarly journals The Relationship between KBPR and Working Memory in Children with and without Specific Language Disorder: Phonological Loop and Episodic Buffer

2021 ◽  
Vol 26 (2) ◽  
pp. 321-336
Author(s):  
Dongsun Yim ◽  
Hyunji Shin ◽  
Naeun Lim ◽  
Yeyoung Jung ◽  
Jimin Han ◽  
...  
Keyword(s):  
Working Memory ◽  
Language Disorder ◽  
Phonological Loop ◽  
Specific Language ◽  
Episodic Buffer ◽  
The Relationship ◽  
Specific Language Disorder

scholarly journals Pragmatic versus structural difficulties in the production of pronominal clitics in French-speaking children with autism spectrum disorder

2018 ◽  
Vol 3 ◽  
pp. 239694151879964 ◽  
Author(s):  
Philippe Prévost ◽  
Laurice Tuller ◽  
Racha Zebib ◽  
Marie Anne Barthez ◽  
Joëlle Malvy ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
First Person ◽  
Specific Language ◽  
Third Person ◽  
Structural Language

Background and aims Impaired production of third person accusative pronominal clitics is a signature of language impairment in French-speaking children. It has been found to be a prominent and persistent difficulty in children and adolescents with specific language impairment. Previous studies have reported that many children with autism spectrum disorder also have low performance on these clitics. However, it remains unclear whether these difficulties in children with autism spectrum disorder are due to structural language impairment or to pragmatic deficits. This is because pragmatics skills, notoriously weak in children with autism spectrum disorder, are also needed for appropriate use of pronouns. Use of pronouns without clear referents and difficulty with discourse pronouns (first and second person), which require taking into account the point of view of one’s interlocutor (perspective shifting), have frequently been reported for autism spectrum disorder. Methods We elicited production of nominative, reflexive and accusative third and first person pronominal clitics in 19 verbal children with autism spectrum disorder (aged 6–12, high and low functioning, with structural language impairment, or with normal language) and 19 age-matched children with specific language impairment. If pragmatics is behind difficulties on these elements, performance on first-person clitics would be expected to be worse than performance on third person clitics, since it requires perspective shifting. Furthermore, worse performance for first person clitics was expected in the children with autism spectrum disorder compared to the children with specific language impairment, since weak pragmatics is an integral part of impairment in the former, but not in the latter. More generally, different error patterns would be expected in the two groups, if the source of difficulty with clitics is different (a pragmatic deficit vs. a structural language deficit). Results Similar patterns of relative difficulties were found in the autism spectrum disorder language impairment and specific language impairment groups, with third person accusative clitics being produced at lower rates than first-person pronouns and error patterns being essentially identical. First-person pronouns did not pose particular difficulties in the children with autism spectrum disorder (language impairment or normal language) with respect to third-person pronouns or to the children with specific language impairment. Performance was not related to nonverbal intelligence in the autism spectrum disorder group. Conclusions The elicitation task used in this study included explicit instruction, and focus on perspective shifting (both visual and verbal), allowing for potential pragmatic effects to be controlled. Moreover, the task elicited a variety of types of clitics in morphosyntactic contexts of varying complexity, providing ample opportunities for employment of perspective shifting, which may have also curtailed perseveration of third person over first person. These properties of the task allowed for the grammatical nature of children’s difficulties with third-person accusative clitics to emerge unambiguously. Implications Assessment of structural language abilities in children with autism spectrum disorder requires careful consideration of task demands. The influence of pragmatic abilities on structural language performance can be circumvented by making the pragmatic demands of the task explicit and salient. Filtering out this potential influence on structural language performance is fundamental to understanding language profiles in children with autism spectrum disorder and thus which children could benefit from which kinds of language intervention.

Is time a problem for children with autism as well as for children with specific language impairments?

1998 ◽  
Vol 14 (2) ◽  
pp. 181-198
Author(s):  
Lucy Diamond ◽  
Lindsay Dobson ◽  
Jill Boucher
Keyword(s):  
Children With Autism ◽  
Language Impairments ◽  
Specific Language ◽  
Specific Language Impairments

Comprehending reflexive and clitic constructions in children with autism spectrum disorder and developmental language disorder

2020 ◽  
Vol 55 (6) ◽  
pp. 884-898
Author(s):  
Francisco J. Moreno‐Pérez ◽  
Isabel R. Rodríguez‐Ortiz ◽  
Gema Tavares ◽  
David Saldaña
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Language Disorder

Taalvaardigheidsonderzoek bij Taalgestoorde Leerlingen in het Voortgezet Onderwijs

1998 ◽  
Vol 60 ◽  
pp. 29-38
Author(s):  
E.A. Burger ◽  
G. Rijpma
Keyword(s):  
Special Education ◽  
Pilot Study ◽  
Language Development ◽  
Educational System ◽  
Financial Support ◽  
Language Disorder ◽  
Language Skills ◽  
Specific Language ◽  
Language Impaired ◽  
Grammatical Errors

Adolescent speakers of Dutch who have a language disorder cannot as yet be identified by generally acknowledged tests. However, in the future this will become necessary to apply for special education or financial support in the regular educational system. Based on a survey of the literature concerning normal and disordered language development in children up age 10, this article presents a pilot study in which the language skills of 10 specific language-impaired students are compared with those of 10 normally developing peers. Tasks are used both within academic and communicative contexts. Between the groups significant differences appear on two aspects only: the number of grammatical errors made while telling a story, and the length of the sentences used in writing a story. These two aspects therefore appear to be useful in the process of identifying language-disordered adolescents.

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