scholarly journals Exploring receptive and expressive language components at the age of 36 months in siblings at risk for autism spectrum disorder

2019 ◽  
Vol 66 ◽  
pp. 101419 ◽  
Author(s):  
Eva Bruyneel ◽  
Ellen Demurie ◽  
Inge Zink ◽  
Petra Warreyn ◽  
Herbert Roeyers
Author(s):  
Mei L. Law ◽  
Jatinder Singh ◽  
Mathilde Mastroianni ◽  
Paramala Santosh

AbstractProdromal symptoms of Autism Spectrum Disorder (ASD) have been detected within the first year of life. This review evaluated evidence from randomized controlled trials (RCTs) of parent-mediated interventions for infants under 24 months who are at risk for ASD. Electronic databases, including grey literature, were searched up till November 2019. Seven RCTs were identified. There was substantial heterogeneity in recruitment, outcome measures and effect size calculations. Interventions did not reduce the risk of later ASD diagnosis and post-intervention effects on infant outcomes were inconsistent, with five studies reporting significant improvements across both treatment and control groups. Moderate level of evidence of intervention effects on parental interaction skills and the small number of RCTs, and significant limitations restrict generalizability across studies.


2017 ◽  
Vol 47 (11) ◽  
pp. 3520-3540 ◽  
Author(s):  
Linda R. Watson ◽  
Elizabeth R. Crais ◽  
Grace T. Baranek ◽  
Lauren Turner-Brown ◽  
John Sideris ◽  
...  

Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan

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.


2019 ◽  
Vol 42 (1) ◽  
pp. 3-11
Author(s):  
Bridget M. Wright ◽  
Joann P. Benigno ◽  
Jamie B. Boster ◽  
John W. McCarthy ◽  
Bridget K. Coologhan

Thirty-one children with and without autism spectrum disorder were asked to draw the meaning of 10 basic concepts. Following each drawing, children explained their drawing to the experimenter. Transcripts of the drawing task were coded for children’s use of personal pronouns and internal state terms. Children’s use of on- and off-task comments while explaining each drawing was examined. Both groups of children had a longer mean length of utterance when prompted to explain their drawings than while they were drawing. Analyses revealed no significant differences between children with and without autism in their use of internal state terms, pronouns, or their use of on- and off-task language during the drawing task. Clinical implications for the use of drawings as expressive language supports for children with autism are discussed.


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