An Evaluation of a Mobile Application Designed to Teach Receptive Language Skills to Children with Autism Spectrum Disorder

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.

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Expressive and Receptive Language in Russian Primary-School-Aged Children with Autism Spectrum Disorder

Research in Developmental Disabilities ◽

10.1016/j.ridd.2021.104042 ◽

2021 ◽

Vol 117 ◽

pp. 104042

Author(s):

Vardan Arutiunian ◽

Anastasiya Lopukhina ◽

Alina Minnigulova ◽

Anastasia Shlyakhova ◽

Elizaveta Davydova ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Primary School ◽

Children With Autism ◽

Receptive Language ◽

Autism Spectrum ◽

Spectrum Disorder ◽

School Aged Children

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Using Interactive Games to Engage Children with Autism on Visual Impairment

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.c5937.098319 ◽

2019 ◽

Vol 8 (3) ◽

pp. 5995-5999

Keyword(s):

Autism Spectrum Disorder ◽

Visual Impairment ◽

Mobile Application ◽

Serious Games ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Autistic Children ◽

Interactive Games ◽

Teachers And Parents

This study aims to explain on the development of an Android based application using a serious games technique, which known as Autism Kits. It's a built mobile application that functions as an autism spectrum disorder learning application. The model was followed by the ADDIE methodology. In the meantime, respondents, including autism students, educators and parents, were tested. After the application was completed, a survey was performed. Results have demonstrated that teachers and parents are willing to use the application for autistic children that has been found to be very useful.

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Effects of a Decoding Program on a Child with Autism Spectrum Disorder

Australasian Journal of Special Education ◽

10.1017/s1030011200025513 ◽

2006 ◽

Vol 30 (2) ◽

pp. 126-144 ◽

Cited By ~ 1

Author(s):

Josephine Infantino ◽

Kerry Hempenstall

Keyword(s):

Autism Spectrum Disorder ◽

High Functioning Autism ◽

Language Skills ◽

Receptive Language ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Language Outcomes ◽

Decoding Skills ◽

Phonological Skills ◽

Double Deficit

AbstractThis case study examined the effects of a parent-presented Direct Instruction decoding program on the reading and language skills of a child with high functioning Autism Spectrum Disorder. Following the 23 hour intervention, reading comprehension, listening comprehension and fluency skills improved to grade level, whilst statistically significant improvements were also noted in receptive language skills. There were no significant changes in phonological and decoding skills for which various possibilities are explored, including the student’s prior double deficit in phonological skills. The findings are consistent with research suggesting that increased intervention intensity, along with greater emphasis on phonological skills may be necessary to advance the decoding skills of children displaying a double deficit. The reading and language outcomes were sufficiently promising to warrant further studies employing methodologically sound group designs with this population.

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Sign Language Echolalia in Deaf Children With Autism Spectrum Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2016_jslhr-l-16-0292 ◽

2017 ◽

Vol 60 (6) ◽

pp. 1622-1634 ◽

Cited By ~ 6

Author(s):

Aaron Shield ◽

Frances Cooley ◽

Richard P. Meier

Keyword(s):

Autism Spectrum Disorder ◽

Sign Language ◽

Children With Autism ◽

Receptive Language ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Deaf Children ◽

Children With Asd ◽

Language Modality ◽

Hearing Children

Purpose We present the first study of echolalia in deaf, signing children with autism spectrum disorder (ASD). We investigate the nature and prevalence of sign echolalia in native-signing children with ASD, the relationship between sign echolalia and receptive language, and potential modality differences between sign and speech. Method Seventeen deaf children with ASD and 18 typically developing (TD) deaf children were video-recorded in a series of tasks. Data were coded for type of signs produced (spontaneous, elicited, echo, or nonecho repetition). Echoes were coded as pure or partial, and timing and reduplication of echoes were coded. Results Seven of the 17 deaf children with ASD produced signed echoes, but none of the TD deaf children did. The echoic children had significantly lower receptive language scores than did both the nonechoic children with ASD and the TD children. Modality differences also were found in terms of the directionality, timing, and reduplication of echoes. Conclusions Deaf children with ASD sometimes echo signs, just as hearing children with ASD sometimes echo words, and TD deaf children and those with ASD do so at similar stages of linguistic development, when comprehension is relatively low. The sign language modality might provide a powerful new framework for analyzing the purpose and function of echolalia in deaf children with ASD.

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AppPECS: Mobile Application for Children with Autism Spectrum Disorder

ECORFAN Journal Spain ◽

10.35429/ejs.2019.10.6.27.38 ◽

2019 ◽

pp. 27-38

Author(s):

Carlos Enríquez-Ramírez ◽

Juan Carlos Cruz-Reséndiz ◽

Miriam Olvera-Cueyar ◽

Roberto Arturo Sánchez-Herrera

Keyword(s):

Autism Spectrum Disorder ◽

Mobile Applications ◽

Mobile Application ◽

Short Term Memory ◽

Educational Games ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Short Term ◽

Learning Development

The study of treatments for children with autism and interventions through educational games is growing because researchers have seen an acceptance by users with autism spectrum disorder in this type of applications. Allowing this type of users to acquire and develop new skills such as digital, the development of writing through the use of the keyboard, as a means of communication and a mechanism of reinforcement in sociable aspects. Taking into account the benefits of using games through mobile applications in the treatment of targeted therapies in children with autism spectrum disorder, a mobile application has been developed to obtain an experience that interactively stimulates children for the purpose of Reinforce areas of learning development, such as repetition of activities (socialization), concentration, reinforcement of short-term memory, order and development of kinesthetic skills through the use of digitization. This project was applied in the Unidad de Servicios de Apoyo a la Escuela Regular No. 21 (USAER) instance of Special Education, dependent on the Secretaría de Educación Pública de Hidalgo.

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