The mediating role of joint attention in the relationship between motor skills and receptive and expressive language in siblings at risk for autism spectrum disorder

2019 ◽  
Vol 57 ◽  
pp. 101377
Author(s):  
E. Bruyneel ◽  
E. Demurie ◽  
P. Warreyn ◽  
H. Roeyers
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
Joint Attention ◽  
Motor Skills ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mediating Role ◽  
The Relationship

Relationship between Motor Skills and Language Abilities in Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Yen-Tzu Wu ◽  
Chih-Hsuan Tsao ◽  
Hsiao-Ching Huang ◽  
Tian-Ai Yang ◽  
Yao-Jen Li
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Abilities ◽  
Motor Functioning ◽  
Peabody Developmental Motor Scales ◽  
The Relationship

Abstract Objectives Few studies have examined the relationship between language abilities and specific motor skills in toddlers with autism spectrum disorder (ASD). The aim of this study was to compare the relationship of receptive language (RL) and expressive language (EL) abilities with motor functioning between toddlers with ASD aged 24–36 months and their typically developing (TD) peers. Furthermore, the study compared multidimensional motor functioning between toddlers with ASD with delayed RL and EL development and toddlers with ASD and typical RL and EL development. The predictive powers of the motor skills were examined for the group with delayed RL and EL development. Methods The language abilities of 38 toddlers with ASD and 38 age-matched TD toddlers were evaluated using the Receptive and Expressive Language Subscales of the Mullen Scale of Early Learning, and their motor skills were assessed using the Peabody Developmental Motor Scales, 2nd Edition. Results Significant correlations between language ability and motor functioning were observed in the ASD and TD groups. The ASD group with delayed RL and EL development had lower scores for multidimensional motor functioning than the ASD group with typical RL and EL development and the TD group. Moreover, the risks of delayed EL and RL development could be predicted by the lower motor scores among toddlers with ASD. Conclusions The positive correlation between language abilities and motor functioning among toddlers with ASD indicated potential connections between the early onsets of motor and speech–language impairments among these toddlers. Impact The results may have implications for the development of motor-based interventions targeting language development among young children with ASD.

scholarly journals A systematic review and meta-analysis of studies on metaphor comprehension in individuals with autism spectrum disorder: Do task properties matter?

2019 ◽  
Vol 40 (6) ◽  
pp. 1421-1454 ◽  
Author(s):  
Tamar Kalandadze ◽  
Valentina Bambini ◽  
Kari-Anne B. Næss
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Syntactic Structure ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Response Format ◽  
Metaphor Comprehension ◽  
The Relationship

AbstractIndividuals with autism spectrum disorder (ASD) often experience difficulty in comprehending metaphors compared to individuals with typical development (TD). However, there is a large variation in the results across studies, possibly related to the properties of the metaphor tasks. This preregistered systematic review and meta-analysis (a) explored the properties of the metaphor tasks used in ASD research, and (b) investigated the group difference between individuals with ASD and TD on metaphor comprehension, as well as the relationship between the task properties and any between-study variation. A systematic search was undertaken in seven relevant databases. Fourteen studies fulfilled our predetermined inclusion criteria. Across tasks, we detected four types of response format and a great variety of metaphors in terms of familiarity, syntactic structure, and linguistic context. Individuals with TD outperformed individuals with ASD on metaphor comprehension (Hedges’ g = −0.63). Verbal explanation response format was utilized in the study showing the largest effect size in the group comparison. However, due to the sparse experimental manipulations, the role of task properties could not be established. Future studies should consider and report task properties to determine their role in metaphor comprehension, and to inform experimental paradigms as well as educational assessment.

Understanding Communication and Students with Autism Spectrum Disorder

2020 ◽  
pp. 39-66
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Augmentative And Alternative Communication ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Music Classroom ◽  
Students With Autism

Communication is one of the considerable challenges faced by children with autism. Before a child with autism can learn, their must be able to communicate. This chapter includes information on communication traits and characteristics of persons with autism as well as steps to obtain effective communication with students with autism in the music classroom. Other topics include joint attention, reciprocation, echolalia, receptive and expressive language, and augmentative and alternative communication for students with autism in the music classroom.

Response to Joint Attention in Toddlers at Risk for Autism Spectrum Disorder: A Prospective Study

2007 ◽  
Vol 37 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Michelle Sullivan ◽  
Julianna Finelli ◽  
Alison Marvin ◽  
Elizabeth Garrett-Mayer ◽  
Margaret Bauman ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
Prospective Study ◽  
Joint Attention ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Response To Joint Attention ◽  
A Prospective Study

scholarly journals Mediating role of abnormal sensory processing in the relationship between autistic traits and internalizing problems

2021 ◽  
Author(s):  
Yurika Tsuji ◽  
Satoko Matsumoto ◽  
Aya Saito ◽  
Shu Imaizumi ◽  
Yoko Yamazaki ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
University Students ◽  
Sensory Processing ◽  
Internalizing Problems ◽  
Autistic Traits ◽  
Autism Spectrum ◽  
Mediating Role ◽  
Japanese Female ◽  
The Relationship

Sensory processing abnormalities are common in autism spectrum disorder (ASD), and previous studies have shown a positive correlation between sensory processing and internalizing problems. This study examines the role of sensory processing abnormalities and difficulties resulting from sensory processing abnormalities on relationships between autistic traits and internalizing problems in Japanese female university students. One hundred and twelve female university students completed a questionnaire about their autistic traits, sensory processing, awareness of difficulties resulting from sensory processing abnormalities, and internalizing problems. Analysis of the data reveals that autistic traits correlate with low registration and sensation avoiding. Moreover, those who scored high on these indicators, demonstrated difficulties resulting from sensory processing abnormalities as the cause of internalizing problems.

scholarly journals The Role of Context in Language Development for Children With Autism Spectrum Disorder

2020 ◽  
Vol 11 ◽  
Author(s):  
Patricia Sánchez Pérez ◽  
Anders Nordahl-Hansen ◽  
Anett Kaale
Keyword(s):  
Autism Spectrum Disorder ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Development ◽  
Significant Difference ◽  
Language Interventions ◽  
At Home

Parent and preschool teacher ratings of the 10 noun categories of MacArthur-Bates Communication Development Inventory (CDI) were used to study expressive language in 2–4-year-old children with autism spectrum disorder (ASD) (N = 58) across the home and preschool context. There was no significant difference in the total number of words the children said in the two contexts, but the children said significantly more words in the noun categories “Furniture and rooms” and “People” at home. Only one third of the words the children said were said both at home and in the preschool, while the other two thirds were said only at home or only in preschool. This suggests that what words the children use across contexts differ substantially and that their vocabulary is larger than it seems when measured only in one context. This novel study highlights the importance of assessing the language in children with ASD in multiple contexts in order to better measure their vocabulary and to design appropriate language interventions.

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