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

2006 ◽  
Vol 30 (2) ◽  
pp. 126-144 ◽  
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.

scholarly journals Cognitive Skills of Young Children with and without Autism Spectrum Disorder Using the BSID-III

2011 ◽  
Vol 2011 ◽  
pp. 1-7 ◽  
Author(s):  
Carolyn Long ◽  
Matthew J. Gurka ◽  
James Blackman
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Cognitive Skills ◽  
Infant Development ◽  
Language Skills ◽  
Retrospective Chart Review ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Outcomes ◽  
Children With Asd

Objective. The purpose of the study was to compare the cognitive skills of young children diagnosed with autism spectrum disorder (ASD) to same-aged peers referred for possible developmental delays or behavioral concerns using theBayley Scales of Infant Development-Third Edition.Method. A retrospective chart review was conducted of 147 children ages 16 to 38 months who were referred to a diagnostic clinic for developmental evaluation. Children with ASD were compared to those without ASD with respect to cognition and language outcomes, both overall and by age.Results. While language skills in children with ASD were more significantly delayed than language skills in children without ASD, there was less discrepancy in the cognitive skills of children with and without ASD.Conclusion. Formal cognitive assessment of children with ASD can provide guidance for developmental expectations and educational programming. Cognitive skills of children with ASD may be underappreciated.

scholarly journals A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder

2018 ◽  
Vol 3 ◽  
pp. 239694151876761 ◽  
Author(s):  
Amanda Brignell ◽  
Angela T Morgan ◽  
Susan Woolfenden ◽  
Felicity Klopper ◽  
Tamara May ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Risk Of Bias ◽  
Spectrum Disorder ◽  
Language Outcomes ◽  
Comparable Rate ◽  
Verbal Language ◽  
Over Time

Background Language difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder. Method A comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for ≥12 months and had ≥30 participants. Risk of bias was assessed. Results Fifty-four studies (N = 5064) met inclusion criteria. Language outcomes were standardised assessments (n = 35), notation of presence/absence of verbal language (n = 11) or both (n = 8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n = 24/25; 96%) studies reporting standard scores, individuals (aged ≤ 11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some ‘catch up’ over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5–32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of follow-up did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language. Conclusion Despite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some ‘catchup’ over time. Implications This review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level.

The influence of child-based factors and parental inputs on expressive language abilities in children with autism spectrum disorder

Autism ◽  
2021 ◽  
pp. 136236132110545
Author(s):  
Xue-Ke Song ◽  
Wing-Chee So
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Skills ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Language Ability ◽  
Spectrum Disorder ◽  
Language Outcomes ◽  
Autistic Children ◽  
Language Abilities ◽  
Autism Traits

Studies of language development in children with autism spectrum disorder (ASD) have been primarily focused on the influence of child-based factors such as autism traits, IQ, and initial language skills. Yet the findings of these studies are inconclusive. There has, moreover, been little research compared the relative influences of child-based factors with environmental factors, (e.g. parental inputs). The current study attempts to fill this research gap by examining a range of both child-based factors and parental inputs. We measured the structural language abilities manifested in parent-child interactions over four time points across nine months in 42 Chinese-speaking autistic children ( M = 57.42 months, SD = 11.39). Our results showed that children’s mean length of utterance (MLU), word types, and word tokens grew rapidly, but their development trajectories varied. Initial expressive language ability was a significant predictor of children’s language outcomes, while nonverbal IQ and autism traits did not relate to children’s language abilities when controlling for initial expressive language ability. Parents’ MLU, word tokens, and word types did not associate with children’s structural language abilities. The findings shed lights on the importance of one of the child-based factors in particular, that is, initial expressive language skills, in the language development of autistic children. Lay abstract Language impairment is one of the early signs of Autism Spectrum Disorder (ASD) that alerts parents to take their children for early diagnosis and intervention. Little is known about how children’s autism traits, IQ, initial language abilities and parental inputs influence their language abilities. In addition, only a few studies have compared the relative influence of these factors. The present study addressed these issues by examining the structural language in parent-child spontaneous interactions. Forty-two Cantonese (Chinese)-speaking autistic children aged four to eight were recruited. Their expressive language skills grew rapidly more than 9 months, but their development trajectories varied. Initial expressive language ability is the only significant predictor of child language outcomes and language growth trajectories. In contrast, nonverbal cognition, autism traits, and parents’ input do not affect language outcomes in children with ASD. Therefore, early language intervention is crucial for autistic children at all severity and IQ levels.

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