scholarly journals Co-occurring Psychiatric Disorders in Preschool and Elementary School-Aged Children with Autism Spectrum Disorder

2015 ◽  
Vol 45 (8) ◽  
pp. 2283-2294 ◽  
Author(s):  
Fernando Salazar ◽  
Gillian Baird ◽  
Susie Chandler ◽  
Evelin Tseng ◽  
Tony O’sullivan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Elementary School ◽  
Psychiatric Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Aged Children

Social Network Changes Over the School Year Among Elementary School-Aged Children with and Without an Autism Spectrum Disorder

2012 ◽  
Vol 5 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Jill Locke ◽  
Connie Kasari ◽  
Erin Rotheram-Fuller ◽  
Mark Kretzmann ◽  
Jeffrey Jacobs
Keyword(s):  
Autism Spectrum Disorder ◽  
Elementary School ◽  
Social Network ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Aged Children ◽  
School Year

scholarly journals An exploration of concomitant psychiatric disorders in children with autism spectrum disorder

2019 ◽  
Vol 88 ◽  
pp. 57-64 ◽  
Author(s):  
Luc Lecavalier ◽  
Courtney E. McCracken ◽  
Michael G. Aman ◽  
Christopher J. McDougle ◽  
James T. McCracken ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Psychiatric Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder.

2021 ◽  
Vol 10 (4) ◽  
pp. 137-161
Author(s):  
D.S. Pereverzeva ◽  
U.A. Mamokhina ◽  
E.Yu. Davydova ◽  
A.A. Lopukhina ◽  
V.G. Arutiunian ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autistic Traits ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Verbal Intelligence ◽  
School Aged Children ◽  
Autistic Disorders ◽  
The Relationship

The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KORABLIK method (basic linguistic skills), the Kaufman Assessment Battery for Children (KABC-II) or the Wechsler Intelligence Scale for Children ― Third Edition (WISC-III) (non-verbal intelligence), the Autism Diagnosis Observation Schedule ― Second Edition (ADOS-II) (autistic traits). The results support the hypothesis of the relationship between receptive language skills, the index of non-verbal intelligence, and symptoms of autism. The severity of autistic traits is negatively associated with some phonological and lexical levels of the receptive speech, as well as with understanding of discourse. The non-verbal intelligence index is positively associated with speech comprehension at all levels. A specific feature of receptive language in children with Autism spectrum disorder aged 7–11 years is the uneven development, which is associated with the severity of autistic traits and is not associated with the intelligence level.

scholarly journals Facilitating joint attention with salient pointing in interactions involving children with autism spectrum disorder

Gesture ◽  
2016 ◽  
Vol 15 (3) ◽  
pp. 372-403
Author(s):  
Katja Dindar ◽  
Terhi Korkiakangas ◽  
Aarno Laitila ◽  
Eija Kärnä
Keyword(s):  
Autism Spectrum Disorder ◽  
Conversation Analysis ◽  
Joint Attention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multimodal Approach ◽  
School Aged Children ◽  
Pointing Gestures ◽  
Pointing Gesture

Children with autism spectrum disorder (ASD) reportedly have difficulties in responding to bids for joint attention, notably in following pointing gestures. Previous studies have predominantly built on structured observation measures and predefined coding categories to measure children’s responsiveness to gestures. However, how these gestures are designed and what detailed interactional work they can accomplish have received less attention. In this paper, we use a multimodal approach to conversation analysis (CA) to investigate how educators design their use of pointing in interactions involving school-aged children with ASD or autistic features. The analysis shows that pointing had specific sequential implications for the children beyond mere attention sharing. Occasionally, the co-occurring talk and pointing led to ambiguities when a child was interpreting their interactional connotations, specifically when the pointing gesture lacked salience. The study demonstrates that the CA approach can increase understanding of how to facilitate the establishment of joint attention.

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