scholarly journals Communicative Use of Triadic Eye Gaze in Children With Down Syndrome, Autism Spectrum Disorder, and Other Intellectual and Developmental Disabilities

2019 ◽  
Vol 28 (4) ◽  
pp. 1509-1522
Author(s):  
Laura J. Hahn ◽  
Nancy C. Brady ◽  
Theresa Versaci
Keyword(s):  
Down Syndrome ◽  
Developmental Disabilities ◽  
Expressive Language ◽  
Eye Gaze ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Language Models ◽  
Intellectual And Developmental Disabilities ◽  
Language Abilities ◽  
Children With Asd

Purpose This study examines differences in the communicative use of triadic eye gaze (TEG) during a communicative interaction in 2 neurodevelopmental disorders: Down syndrome (DS) and autism spectrum disorders (ASD), and a 3rd group of varying disabilities associated with intellectual and developmental disabilities (IDDs). Also, the relationship between TEG use and language abilities was explored. Method Participants were 45 children, 15 in each group. The frequency of TEG was coded during a scripted communication assessment when children were between 3 and 6 years of age (37–73 months). Receptive and expressive language was measured using raw scores from the Mullen Scales of Early Learning concurrently between 3 and 6 years and again 2 years later when children were between 5 and 8 years (59–92 months). Results Descriptively, children with DS had a higher frequency of TEG than children with ASD and IDD, but significant differences were only observed between children with DS and ASD. More TEG at Time 1 in children with DS was associated with higher receptive language at Time 1 and higher expressive language at Time 2. For children with ASD, a trend for a positive association between TEG at Time 1 and language abilities at Time 2 was observed. No significant associations were observed for children with IDD. Conclusion Children with DS used TEG significantly more than children with ASD in this sample. Identifying strengths and weaknesses in TEG use is important because providing caregiver training to facilitate TEG can result in increased opportunities to respond with language models and promote language development.

Speech Abilities in a Heterogeneous Group of Children With Autism

2021 ◽  
pp. 1-15
Author(s):  
Kate Broome ◽  
Patricia McCabe ◽  
Kimberley Docking ◽  
Maree Doble ◽  
Bronwyn Carrigg
Keyword(s):  
Expressive Language ◽  
Children With Autism ◽  
Spontaneous Speech ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Speech Development ◽  
Limited Information ◽  
Number Of Children ◽  
Children With Asd ◽  
Speech Data

Purpose This study aimed to provide detailed descriptive information about the speech of a heterogeneous cohort of children with autism spectrum disorder (ASD) and to explore whether subgroups exist based on this detailed speech data. High rates of delayed and disordered speech in both low-verbal and high-functioning children with ASD have been reported. There is limited information regarding the speech abilities of young children across a range of functional levels. Method Participants were 23 children aged 2;0–6;11 (years;months) with a diagnosis of ASD. Comprehensive speech and language assessments were administered. Independent and relational speech analyses were conducted from single-word naming tasks and spontaneous speech samples. Hierarchical clustering based on language, nonverbal communication, and spontaneous speech descriptive data was completed. Results Independent and relational speech analyses are reported. These variables are used in the cluster analyses, which identified three distinct subgroups: (a) children with high language and high speech ability ( n = 10), (b) children with low expressive language and low speech ability but higher receptive language and use of gestures ( n = 3), and (c) children with low language and low speech development ( n = 10). Conclusions This is the first study to provide detailed descriptive speech data of a heterogeneous cohort of children with ASD and use this information to statistically explore potential subgroups. Clustering suggests a small number of children present with low levels of speech and expressive language in the presence of better receptive language and gestures. This communication profile warrants further exploration. Replicating these findings with a larger cohort of children is needed. Supplemental Material https://doi.org/10.23641/asha.16906978

scholarly journals Symptoms of Autism Spectrum Disorder in Individuals with Down Syndrome

2021 ◽  
Vol 11 (10) ◽  
pp. 1278
Author(s):  
Amanda Dimachkie Nunnally ◽  
Vivian Nguyen ◽  
Claudine Anglo ◽  
Audra Sterling ◽  
Jamie Edgin ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Expressive Language ◽  
Autism Diagnostic Observation Schedule ◽  
Autism Spectrum ◽  
Language Abilities ◽  
The Social ◽  
Item Level ◽  
Spectrum Disorders ◽  
Shed Light ◽  
Autism Diagnostic Observation

There is a growing body of evidence to suggest that individuals with Down syndrome (DS) are diagnosed with autism spectrum disorders (ASD) at a higher rate than individuals in the general population. Nonetheless, little is known regarding the unique presentation of ASD symptoms in DS. The current study aims to explore the prevalence and profiles of ASD symptoms in a sample of individuals with DS (n = 83), aged between 6 and 23 years. Analysis of this sample (MAge = 15.13) revealed that approximately 37% of the sample met the classification cut-off for ASD using the Autism Diagnostic Observation Schedule 2 (ADOS-2) Calibrated Severity Score (CSS), an indicator of the participants’ severity of ASD-related symptoms. Item-level analyses revealed that multiple items on Module 2 and Module 3 of the ADOS-2, mostly in the Social Affect (SA) subdomain, differentiated the children with DS who did not meet ASD classification (DS-only) from those who did (DS + ASD). Lastly, comparisons of individuals with DS-only and those with DS + ASD differed significantly on the syntactic complexity of their expressive language. These findings shed light on the unique presentation of ASD symptoms in a sample of individuals with DS and suggest that expressive language abilities may play a pivotal role in the presentation of ASD symptoms in DS.

scholarly journals Efficacy of Interventions Based on Applied Behavior Analysis for Autism Spectrum Disorder: A Meta-Analysis

2020 ◽  
Vol 17 (5) ◽  
pp. 432-443 ◽  
Author(s):  
Qian Yu ◽  
Enyao Li ◽  
Liguo Li ◽  
Weiyi Liang
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Analysis ◽  
Communication Systems ◽  
Expressive Language ◽  
Meta Analysis ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensitivity Analyses ◽  
Children With Asd

Objective To systematically evaluate evidence for the use of interventions based on appied behavior analysis (ABA) to manage various symptoms of children with autism spectrum disorder (ASD).Methods Sensitivity analyses were conducted by removing any outlying studies and subgroup analyses were performed to compare the effectiveness of ABA and early start denver model (ESDM), picture exchange communication systems (PECS) and discrete trial training (DTT).Results 14 randomized control trials of 555 participants were included in this meta-analysis. The overall standardized mean difference was d=-0.36 (95% CI -1.31, 0.58; Z=0.75, p=0.45) for autism general symptoms, d=0.11 (95% CI -0.31, 0.54; Z=0.52, p=0.60) for socialization, d=0.30 (95% CI -0.02, 0.61; Z=1.84, p=0.07) for communication and d=-3.52 (95% CI -6.31, -0.72; Z=2.47, p=0.01) for expressive language, d=-0.04 (95% CI -0.44, 0.36; Z=0.20, p=0.84) for receptive language. Those results suggested outcomes of socialization, communication and expressive language may be promising targets for ABA-based interventions involving children with ASD. However, significant effects for the outcomes of autism general symptoms, receptive language, adaptive behavior, daily living skills, IQ, verbal IQ, nenverbal IQ, restricted and repetitive behavior, motor and cognition were not observed.Conclusion The small number of studies included in the present study limited the ability to make inferences when comparing ABA, ESDM, PECS and DTT interventions for children with ASD.

scholarly journals Efficiency of expressive and receptive language teaching in children with autism spectrum disorder

2020 ◽  
Vol 9 (8) ◽  
pp. e104985268
Author(s):  
Daniel Carvalho de Matos ◽  
Neylla Cristina Pereira Cordeiro ◽  
Bruna Pereira Mendes ◽  
Ana Vitória Salomão de Carvalho ◽  
Flor de Maria Araújo Mendonça Silva ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Expressive Language ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Previous Literature ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Intraverbal Training ◽  
The Difference ◽  
Tact Training

Research in Applied Behavior Analysis (ABA) investigated the efficiency of receptive and expressive language interventions in learners with Autism Spectrum Disorder (ASD). Listener responding by function, feature and class (LRFFC) and intraverbal (FFC) are some types of receptive and expressive language, respectively, which were targets in investigations. The previous literature demonstrated experimentally that teaching intraverbal first is more efficient, in the sense that it produced a better emergence effect of related untaught LRFFC in children with ASD, contrary to the recommendation by a traditional literature, which suggests that receptive skills, such as the LRFFC, should be taught first. The current research had the goal to compare the efficiency of intraverbal and LRFFC training as well, considering the effects on the possible emergence of related untaught repertoire in two children with ASD. The difference from the previous literature was that, during the teaching of LRFFC responses, the tact (labeling) of pictures involved was also taught, considering that this was a recommendation of previous research. The purpose was to assess if tact training would increase the efficiency of LRFFC training. The results showed that both instructional sequences (training LRFFC - probing intraverbal; training intraverbal - probing LRFFC) successfully established emergent responding, regarding the untaught related repertoire for both participants. However, intraverbal training produced emergence of LRFFC to a lesser extent for both. Data were discussed in the sense that tact training during LRFFC training probably increased its efficiency and that preexisting skills, regarding each participant, also influenced the efficiency of teaching.

scholarly journals The use of prosody during syntactic processing in children and adolescents with autism spectrum disorders

2014 ◽  
Vol 27 (3) ◽  
pp. 867-884 ◽  
Author(s):  
Joshua John Diehl ◽  
Carlyn Friedberg ◽  
Rhea Paul ◽  
Jesse Snedeker
Keyword(s):  
Autism Spectrum Disorders ◽  
Syntactic Structure ◽  
Eye Gaze ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Language Abilities ◽  
Prosodic Cues ◽  
Adolescents With Autism ◽  
Spectrum Disorders

AbstractIn this study, we employed an eye-gaze paradigm to explore whether children (ages 8–12) and adolescents (ages 12–18) with autism spectrum disorders (ASDs) are able to use prosodic cues to determine the syntactic structure of an utterance. Persons with ASD were compared to typically developing (TD) peers matched on age, IQ, gender, and receptive language abilities. The stimuli were syntactically ambiguous but had a prosodic break that indicated the appropriate interpretation (feel the frog … with the feathervs.feel … the frog with the feather). We found that all groups were equally sensitive to the initial prosodic cues that were presented. Children and teens with ASD used prosody to interpret the ambiguous phrase as rapidly and efficiently as their TD peers. However, when a different cue was presented in subsequent trials, the younger ASD group was more likely to respond in a manner consistent with the initial prosodic cue rather than the new one. Eye-tracking data indicated that both younger groups (ASD and TD) had trouble shifting their interpretation as the prosodic cue changed, but the younger TD group was able to overcome this interference and produce an action consistent with the prosodic cue.

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 Eye gaze differences in school scenes between preschool children and adolescents with high-functioning autism spectrum disorder and those with typical development

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Yuko Ishizaki ◽  
Takahiro Higuchi ◽  
Yoshitoki Yanagimoto ◽  
Hodaka Kobayashi ◽  
Atsushi Noritake ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Children And Adolescents ◽  
Eye Gaze ◽  
Autism Spectrum ◽  
Typical Development ◽  
Human Face ◽  
Gaze Behavior ◽  
Psychosomatic Symptoms ◽  
Children With Asd

Abstract Background Children with autism spectrum disorder (ASD) may experience difficulty adapting to daily life in a preschool or school settings and are likely to develop psychosomatic symptoms. For a better understanding of the difficulties experienced daily by preschool children and adolescents with ASD, this study investigated differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD). Methods The study evaluated 30 children with ASD and 49 children with TD. Participants were presented with images of a human face and a classroom scene. While they gazed at specific regions of visual stimuli, eye tracking with an iView X system was used to evaluate and compare the duration of gaze time between the two groups. Results Compared with preschool children with TD, preschool children with ASD spent less time gazing at the eyes of the human face and the object at which the teacher pointed in the classroom image. Preschool children with TD who had no classroom experience tended to look at the object the teacher pointed at in the classroom image. Conclusion Children with ASD did not look at the human eyes in the facial image or the object pointed at in the classroom image, which may indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. This suggests that this gaze behavior of children with ASD causes social maladaptation and psychosomatic symptoms. A therapeutic approach that focuses on joint attention is desirable for improving the ability of children with ASD to adapt to their social environment.

Key considerations when interviewing individuals with expressive language difficulties

2020 ◽  
Vol 20 (6) ◽  
pp. 960-970
Author(s):  
Judy Verseghy ◽  
Lynda Atack ◽  
Janet Maher
Keyword(s):  
Developmental Disabilities ◽  
Secondary Students ◽  
Expressive Language ◽  
Intellectual And Developmental Disabilities ◽  
Fair Share ◽  
Post Secondary ◽  
Language Difficulties ◽  
Disability Research ◽  
Research Recommendations ◽  
Reporting Data

Qualitative research comes with its fair share of challenges; however, those challenges are often amplified when interviewing individuals with intellectual and developmental disabilities. A research project, Friendly Housemates, was conducted where people with intellectual and developmental disabilities were matched with post-secondary students to live together as housemates. Drawing on experience gleaned from interviews conducted for the study and earlier research, recommendations are made for collecting, analyzing, and reporting data from participants who are quiet or have expressive language difficulties. These practices will help to ensure that the voices that are so often relegated to the fringes are brought to the disability research discourse.

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