When Asking Questions is Not Enough: An Observational Study of Social Communication Differences in High Functioning Children with Autism

2008 ◽  
Vol 39 (3) ◽  
pp. 432-443 ◽  
Author(s):  
Christopher D. Jones ◽  
Ilene S. Schwartz
Keyword(s):  
Observational Study ◽  
Social Communication ◽  
Children With Autism ◽  
High Functioning ◽  
Asking Questions ◽  
Communication Differences

Social Communication and Structural Language of Girls With High-Functioning Autism Spectrum Disorder

2020 ◽  
Vol 51 (4) ◽  
pp. 1139-1155
Author(s):  
Jenny M. Burton ◽  
Nancy A. Creaghead ◽  
Noah Silbert ◽  
Allison Breit-Smith ◽  
Amie W. Duncan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Adaptive Behavior ◽  
Social Communication ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Vineland Adaptive Behavior Scales ◽  
High Functioning ◽  
Expressive Communication ◽  
Vineland Adaptive Behavior ◽  
Structural Language

Purpose The purpose of this study was to characterize social communication and structural language of school-age girls with high-functioning autism spectrum disorder (HF-ASD) compared to a matched group of girls who are typically developing (TD). Method Participants were 37 girls between 7;5 and 15;2 (years;months)—18 HF-ASD and 19 TD. Children completed the Test of Pragmatic Language–Second Edition (TOPL-2) and Clinical Evaluation of Language Fundamentals–Fifth Edition. Parents completed the Children's Communication Checklist–2 United States Edition (CCC-2) and Receptive and Expressive Communication subdomains of the Vineland Adaptive Behavior Scales–Second Edition. Results In the area of social communication, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the TOPL-2 and the CCC-2. However, 28% and 33% earned average scores on the TOPL-2 and the CCC-2, respectively. In the area of structural language, no significant differences were found between groups on Clinical Evaluation of Language Fundamentals–Fifth Edition indexes. In contrast, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the Vineland Adaptive Behavior Scales–Second Edition. Sixty-one percent and 83% scored below average on the Receptive and Expressive Communication subdomains, respectively. Conclusions It has been argued that girls with HF-ASD, when compared to boys with HF-ASD, may have advantages for social communication and structural language that mask their impairments. However, when compared to girls who are TD, girls with HF-ASD demonstrated impaired social communication and structural language. Clinicians should include and carefully examine multiple sources of information when assessing girls with HF-ASD.

Supporting Peer Interactions in the Inclusive Preschool Classroom Using Visual Scene Displays

2020 ◽  
pp. 016264342098156
Author(s):  
Emily Laubscher ◽  
Tracy J Raulston ◽  
Ciara Ousley
Keyword(s):  
Social Communication ◽  
Peer Interactions ◽  
Visual Scene ◽  
Storybook Reading ◽  
Object Play ◽  
Preschool Classrooms ◽  
Inclusive Preschool ◽  
Shared Storybook Reading ◽  
Communication Differences ◽  
Technology Tool

Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.

scholarly journals White matter integrity and pictorial reasoning in high-functioning children with autism

2010 ◽  
Vol 73 (3) ◽  
pp. 180-188 ◽  
Author(s):  
Chérif P. Sahyoun ◽  
John W. Belliveau ◽  
Maria Mody
Keyword(s):  
White Matter ◽  
Children With Autism ◽  
White Matter Integrity ◽  
High Functioning

scholarly journals Watching Videos and Television Is Related to a Lower Development of Complex Language Comprehension in Young Children with Autism

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 423
Author(s):  
Elisabeth Fridberg ◽  
Edward Khokhlovich ◽  
Andrey Vyshedskiy
Keyword(s):  
Young Children ◽  
Observational Study ◽  
Language Comprehension ◽  
Expressive Language ◽  
Children With Autism ◽  
Television Watching ◽  
High Quartile ◽  
Young Children With Autism

The effect of passive video and television watching duration on 2- to 5-year-old children with autism was investigated in the largest and the longest observational study to date. Parents assessed the development of 3227 children quarterly for three years. Longer video and television watching were associated with better development of expressive language but significantly impeded development of complex language comprehension. On an annualized basis, low TV users (low quartile: 40 min or less of videos and television per day) improved their language comprehension 1.4 times faster than high TV users (high quartile: 2 h or more of videos and television per day). This difference was statistically significant. At the same time, high TV users improved their expressive language 1.3 times faster than low TV users. This difference was not statistically significant. No effect of video and television watching duration on sociability, cognition, or health was detected.

RELATIONSHIP AMONG SENSORY ISSUES AND REPETITIVE BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

2020 ◽  
pp. 59-64
Author(s):  
OJS Admin
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Sensory Stimuli ◽  
Key Features ◽  
Communication Impairments ◽  
Autism Disorder

Sensory issues and Repetitive Behaviors are the key features of Autism Disorder Syndrome (ASD). This is a neurodevelopmental condition marked by social communication impairments and the occurrence ofrestricted and repeated behavioral habits and desires, including irregular responses to sensory stimuli.

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