scholarly journals Value-Added Predictors of Expressive and Receptive Language Growth in Initially Nonverbal Preschoolers with Autism Spectrum Disorders

2014 ◽  
Vol 45 (5) ◽  
pp. 1254-1270 ◽  
Author(s):  
Paul Yoder ◽  
Linda R. Watson ◽  
Warren Lambert
Keyword(s):  
Autism Spectrum Disorders ◽  
Value Added ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorders ◽  
Language Growth

Pragmatic Organization Dynamic Display (PODD) Communication Books: A Promising Practice for Individuals With Autism Spectrum Disorders

2009 ◽  
Vol 18 (4) ◽  
pp. 121-129 ◽  
Author(s):  
Gayle Porter ◽  
Joanne M. Cafiero
Keyword(s):  
Autism Spectrum Disorders ◽  
Communication Systems ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Dynamic Display ◽  
Promising Practice ◽  
Spectrum Disorders ◽  
Language Input ◽  
The Individual ◽  
Time Required

Individuals with autism spectrum disorders (ASD) are severely challenged by their difficulties with language and communication. Some research suggests that augmented language input, whereby a speaking communication partner adopts and uses an augmentative or alternative communication (AAC) system for both expressive and receptive language, can be effective with these individuals. The Pragmatic Organization Dynamic Display (PODD) system is both a method and tool for developing and utilizing augmented language input. As a promising practice, PODD provides strategies to support the design, production, and implementation of communication systems that enable genuine communication for a variety of functions in all daily environments. PODD includes strategies to minimize some of the common difficulties associated with the use of multi-level communication books. Specifically, PODD: (a) supports the individual who relies on AAC and his/her communication partners to move efficiently between pages to locate required vocabulary, (b) reduces the time required to access vocabulary to produce multi-symbol messages, (c) provides a strategy for quick access to predictable messages, and (d) enables access to a broad range of vocabulary for spontaneous, unpredicted messages. This article explores the use of the PODD system for individuals with ASD, with emphasis on features that address the unique communication challenges faced by these individuals.

scholarly journals Word Processing in Children With Autism Spectrum Disorders: Evidence From Event-Related Potentials

2017 ◽  
Vol 60 (12) ◽  
pp. 3441-3455 ◽  
Author(s):  
Micheal Sandbank ◽  
Paul Yoder ◽  
Alexandra P. Key
Keyword(s):  
Autism Spectrum Disorders ◽  
Word Processing ◽  
Event Related Potentials ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Event Related Potential ◽  
Receptive Vocabulary ◽  
Related Potentials ◽  
Spectrum Disorders

Purpose This investigation was conducted to determine whether young children with autism spectrum disorders exhibited a canonical neural response to word stimuli and whether putative event-related potential (ERP) measures of word processing were correlated with a concurrent measure of receptive language. Additional exploratory analyses were used to examine whether the magnitude of the association between ERP measures of word processing and receptive language varied as a function of the number of word stimuli the participants reportedly understood. Method Auditory ERPs were recorded in response to spoken words and nonwords presented with equal probability in 34 children aged 2–5 years with a diagnosis of autism spectrum disorder who were in the early stages of language acquisition. Average amplitudes and amplitude differences between word and nonword stimuli within 200–500 ms were examined at left temporal (T3) and parietal (P3) electrode clusters. Receptive vocabulary size and the number of experimental stimuli understood were concurrently measured using the MacArthur–Bates Communicative Development Inventories. Results Across the entire participant group, word–nonword amplitude differences were diminished. The average word–nonword amplitude difference at T3 was related to receptive vocabulary only if 5 or more word stimuli were understood. Conclusions If ERPs are to ever have clinical utility, their construct validity must be established by investigations that confirm their associations with predictably related constructs. These results contribute to accruing evidence, suggesting that a valid measure of auditory word processing can be derived from the left temporal response to words and nonwords. In addition, this measure can be useful even for participants who do not reportedly understand all of the words presented as experimental stimuli, though it will be important for researchers to track familiarity with word stimuli in future investigations. Supplemental Material https://doi.org/10.23641/asha.5614840

scholarly journals The use of prosody during syntactic processing in children and adolescents with autism spectrum disorders

2014 ◽  
Vol 27 (3) ◽  
pp. 867-884 ◽  
Author(s):  
Joshua John Diehl ◽  
Carlyn Friedberg ◽  
Rhea Paul ◽  
Jesse Snedeker
Keyword(s):  
Autism Spectrum Disorders ◽  
Syntactic Structure ◽  
Eye Gaze ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Language Abilities ◽  
Prosodic Cues ◽  
Adolescents With Autism ◽  
Spectrum Disorders

AbstractIn this study, we employed an eye-gaze paradigm to explore whether children (ages 8–12) and adolescents (ages 12–18) with autism spectrum disorders (ASDs) are able to use prosodic cues to determine the syntactic structure of an utterance. Persons with ASD were compared to typically developing (TD) peers matched on age, IQ, gender, and receptive language abilities. The stimuli were syntactically ambiguous but had a prosodic break that indicated the appropriate interpretation (feel the frog … with the feathervs.feel … the frog with the feather). We found that all groups were equally sensitive to the initial prosodic cues that were presented. Children and teens with ASD used prosody to interpret the ambiguous phrase as rapidly and efficiently as their TD peers. However, when a different cue was presented in subsequent trials, the younger ASD group was more likely to respond in a manner consistent with the initial prosodic cue rather than the new one. Eye-tracking data indicated that both younger groups (ASD and TD) had trouble shifting their interpretation as the prosodic cue changed, but the younger TD group was able to overcome this interference and produce an action consistent with the prosodic cue.

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).

Aging and Autism

2012 ◽  
Vol 17 (2) ◽  
pp. 69-75 ◽  
Author(s):  
Pamela A. Smith
Keyword(s):  
Health Care ◽  
Autism Spectrum Disorders ◽  
Patient Group ◽  
Older Patients ◽  
Geriatric Patients ◽  
Recent Literature ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Need For Support ◽  
Spectrum Disorders

In this article, I will review the available recent literature about the aging population with autism, a patient group that researchers know little about and a group that is experiencing a growing need for support from communication disorders professionals. Speech-language pathologists working with geriatric patients should become familiar with this issue, as the numbers of older patients with autism spectrum disorders is likely to increase. Our profession and our health care system must prepare to meet the challenge these patients and residents will present as they age.

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