scholarly journals Comparing Morphosyntactic Profiles of Children With Developmental Language Disorder or Language Disorder Associated With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 714-731
Author(s):  
Timothy Huang ◽  
Lizbeth Finestack
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Disorder ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Test ◽  
Developmental Language Disorder ◽  
Sample Analysis ◽  
Language Sample Analysis ◽  
Language Sample

Purpose Previous cross-population comparisons suggest a considerable overlap in the morphosyntactic profiles of children with developmental language disorder (DLD) and children who experience language disorder associated with autism spectrum disorder (LD-ASD). The goal of this study was to further examine and compare the morphosyntactic profiles of the two populations using both standardized, norm-referenced assessments and language sample analysis. Method We used the Structured Photographic Expressive Language Test–Third Edition (Dawson et al., 2003) and the Index of Productive Syntax (in Applied Psycholinguistics, 11 (1), 1990 by Scarborough) to compare the morphosyntactic profiles of 21 children with DLD (5;6–8;1 [years;months]) and 15 children with LD-ASD (4;4–9;8). Results Overall, both groups' morphosyntactic profiles were not significantly different based on the 26 structures assessed by the Structured Photographic Expressive Language Test–Third Edition. Chi-square analyses identified two structures on which the DLD group outperformed the LD-ASD group (i.e., participle and the conjunction “and”). Likewise, the groups' morphosyntactic profiles were not significantly different based on the 56 items assessed by the Index of Productive Syntax. Analyses identified only one structure on which the DLD group outperformed the LD-ASD group (i.e., S8: Infinitive) and four structures on which the LD-ASD group outperformed the DLD group (i.e., Q9: Why/when/which, etc.; Q6: Wh -question with auxiliary, modal, or copula; Q4: Wh -question with verb; and Q2: Routine question). Conclusions Study results suggest that the morphosyntactic profiles of children with DLD and children with LD-ASD are not significantly different. Results also suggest potential weaknesses on forms that have not been the focus of previous studies. It is important for clinicians to assess each of these forms using both standardized assessments and language sample analysis to gain a full understanding of the language profiles of children with DLD or LD-ASD.

scholarly journals Developmental Language Disorder and Autism: Commonalities and Differences on Language

2021 ◽  
Vol 11 (5) ◽  
pp. 589
Author(s):  
Natasa Georgiou ◽  
George Spanoudis
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Language Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
Autism Group ◽  
Developmental Conditions

Language and communication deficits characterize both autism spectrum disorder and developmental language disorder, and the possibility of there being a common profile of these is a matter of tireless debate in the research community. This experimental study addresses the relation of these two developmental conditions in the critical topic of language. Α total of 103 children (79 males, 24 females) participated in the present study. Specifically, the study’s sample consisted of 40 children with autism, 28 children with developmental language disorder, and 35 typically developing children between 6 and 12 years old. All children completed language and cognitive measures. The results showed that there is a subgroup inside the autism group of children who demonstrate language difficulties similar to children with developmental language disorder. Specifically, two different subgroups were derived from the autism group; those with language impairment and those without. Both autism and language-impaired groups scored lower than typically developing children on all language measures indicating a common pathology in language ability. The results of this study shed light on the relation between the two disorders, supporting the assumption of a subgroup with language impairment inside the autism spectrum disorder population. The common picture presented by the two developmental conditions highlights the need for further research in the field.

scholarly journals How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features

2020 ◽  
Vol 10 (4) ◽  
pp. 231
Author(s):  
Allison Gladfelter ◽  
Kacy L. Barron
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Style ◽  
Language Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Local Processing ◽  
Semantic Features ◽  
Developmental Language Disorder ◽  
Children With Asd ◽  
Global And Local

A local processing bias, often considered a cognitive style unique to autism spectrum disorder (ASD), may influence the types of semantic features acquired by children with ASD and could contribute to weaknesses in word learning. Children with developmental language disorder (DLD) also struggle to learn semantic aspects of words, but this cognitive style has not been ascribed to children with DLD. The purpose of this study was to explore whether global–local processing differences influence the type of semantic features children with ASD, DLD, and their neurotypical peers learn to produce when learning new words. Novel word definitions produced by 36 school-aged children (12 with ASD, 12 with DLD, and 12 with typical language) who participated in an extended word-learning paradigm were used to extract newly learned semantic features. These semantic features were then coded for global and local attributes and analyzed to detect whether there were differences between groups. Results indicated that the children with ASD and DLD produced more global, rather than local, semantic features in their definitions than the children with typical language. An over-reliance on global, rather than local, features in children with ASD and DLD may reflect deficits in depth of word knowledge.

Measure What You Treat: Using Language Sample Analysis for Grammatical Outcome Measures in Children With Developmental Language Disorder

2020 ◽  
Vol 5 (2) ◽  
pp. 350-363
Author(s):  
John F. Gallagher ◽  
Jill R. Hoover
Keyword(s):  
Outcome Measures ◽  
Progress Monitoring ◽  
Language Disorder ◽  
Language Disorders ◽  
Developmental Language Disorder ◽  
Sample Analysis ◽  
Treatment Target ◽  
Language Sample Analysis ◽  
Percent Accuracy ◽  
Language Sample

Purpose Language sample analysis (LSA) is commonly used to monitor progress for children with language disorders (Pavelko et al., 2016). For children with grammar goals, pediatric speech-language pathologists report mean length of utterance (MLU) and type–token ratio (TTR) as the two LSA measures most commonly used (Finestack & Satterlund, 2018). For focused grammatical intervention, these measures may be ineffective in capturing treatment growth. In this clinical focus article, we provide a preliminary comparison of four measures that could be considered as progress monitoring tools following intervention for one finiteness marker. Method Pre- and posttreatment spontaneous language samples from six children with developmental language disorder who underwent treatment for the third-person singular –s ( –3s ) morpheme were analyzed qualitatively. Four measures are reported: MLU, TTR, percent accuracy of –3s , and Tense and Agreement Productivity score of –3s (cf. Hadley & Short, 2005). Results Increases were most common across participants in measures that examined use of the treatment target (i.e., percent accuracy and Tense and Agreement Productivity score of –3s ). Changes in MLU were not always congruent with measures of the treatment target. Change was mostly not appreciable for TTR. Conclusions For preschool-aged children with developmental language disorder, MLU and TTR may not be effective as the sole outcome measures following treatment of –3s. Our six case studies highlight the benefit of measuring the treated skill as discretely as possible and with multiple measures. More research is needed into the use of LSA for outcome measures in children with language disorders.

scholarly journals Social Communication and pragmatic skills of children with Autism Spectrum Disorder and Developmental Language Disorder

CoDAS ◽  
2022 ◽  
Vol 34 (2) ◽  
Author(s):  
Simone Vasconcelos Rocha Hage ◽  
Lidiane Yumi Sawasaki ◽  
Yvette Hyter ◽  
Fernanda Dreux Miranda Fernandes
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Assessment Tool ◽  
Language Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Developmental Language Disorder ◽  
Children With Asd ◽  
Social Communicative

ABSTRACT Purpose to assess the pragmatic and social communicative abilities of children with Typical Language Development (TLD), Autism Spectrum disorder (ASD) and Developmental Language Disorder (DLD). Methods Participants were 40 parents and 29 teachers of 40 children ages between 3 and 6 years. Ten children had DLD, ten had ASD and 20 had typical development. All participants answered to the questionnaire of the “Assessment of Pragmatic Language and Social Communication – APLSC – parent and professional reports – beta research version. Data were submitted to statistical analysis. Results The assessment tool was useful in identifying the difference in performance of children with different social communicative profiles. Conclusion Children with ASD presented social and pragmatic impairments that were more significant than those presented by children with DLD. However, both children with ASD and with DLD presented more social pragmatic difficulties than children with TLD.

Developmental language disorder

2018 ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Language Disorder ◽  
Language Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Language Disorder ◽  
Language Deficits

Developmental language disorder (DLD) is diagnosed when a child’s language skills are persistently below the level expected for the child’s age. In DLD, language deficits occur in the absence of a known biomedical condition, such as autism spectrum disorder or Down syndrome, and interfere with the child’s ability to communicate effectively with other people.

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