Analysis and classification of speech sounds of children with autism spectrum disorder using acoustic features

2022 ◽  
Vol 72 ◽  
pp. 101287
Author(s):  
Abhijit Mohanta ◽  
Vinay Kumar Mittal
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Speech Sounds ◽  
Acoustic Features

scholarly journals High efficiency classification of children with autism spectrum disorder

PLoS ONE ◽  
2018 ◽  
Vol 13 (2) ◽  
pp. e0192867 ◽  
Author(s):  
Genyuan Li ◽  
Olivia Lee ◽  
Herschel Rabitz
Keyword(s):  
Autism Spectrum Disorder ◽  
High Efficiency ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Classification of Children With Autism Spectrum Disorder by Sensory Subtype: A Case for Sensory-Based Phenotypes

2014 ◽  
Vol 7 (3) ◽  
pp. 322-333 ◽  
Author(s):  
Alison E. Lane ◽  
Cynthia A. Molloy ◽  
Somer L. Bishop
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Subtype A

Vocalization Development in Toddlers With Autism Spectrum Disorder

2013 ◽  
Vol 56 (2) ◽  
pp. 721-734 ◽  
Author(s):  
Allison M. Plumb ◽  
Amy M. Wetherby
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typical Development ◽  
Speech Sounds ◽  
Developmental Profile ◽  
Language Outcome ◽  
Second Year ◽  
Distress Vocalizations

Purpose In this study, the authors aimed to examine the vocalizations of children with autism spectrum disorder (ASD) in the second year of life and their relationship to other areas of development. Method Vocalizations were examined in 125 children between ages 18 and 24 months: 50 later diagnosed with ASD, 25 with developmental delays (DD) in which ASD was ruled out, and 50 with typical development (TD). Precise measures of vocalizations were obtained through coding of video-recorded behavior samples from the Communication and Symbolic Behavior Scales Developmental Profile (Wetherby & Prizant, 2002b). Results The ASD group used a significantly lower proportion of vocalizations with speech sounds and a significantly higher proportion of atypical vocalizations than children with TD. The ASD group used a significantly higher proportion of distress vocalizations than the TD and DD groups. For the ASD group, the frequency of vocalizations with speech sounds correlated significantly with developmental levels both concurrently and predictively. In the ASD group, communicative vocalizations late in the second year were found to uniquely predict expressive language outcome at age 3 years above noncommunicative vocalizations. Conclusions Further examination of distress vocalizations as a potential early indicator of ASD is recommended. In addition, the importance of early communicative vocalizations for later language development is highlighted.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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