Examining Useful Spoken Language in a Minimally Verbal Child With Autism Spectrum Disorder: A Descriptive Clinical Single-Case Study

2020 ◽  
Vol 29 (3) ◽  
pp. 1361-1375
Author(s):  
Maysoon F. Biller ◽  
Cynthia J. Johnson
Keyword(s):  
Cognitive Abilities ◽  
Sound Production ◽  
Social Cognitive ◽  
Single Case ◽  
Speech Sound ◽  
Spoken Language ◽  
Autism Spectrum ◽  
Minimally Verbal ◽  
Minimally Verbal Children

Purpose This was a companion study to a previous one (Biller & Johnson, 2019). The purpose was to develop a detailed descriptive profile of a minimally verbal child with a unique medical history and autism spectrum disorder (ASD). The present report describes his social-cognitive and speech sound production abilities in relation to his potentially burgeoning spoken language. Method This in-depth, descriptive, clinical single-case study focused on a 3-year-old boy who was diagnosed with a chromosomal abnormality and ASD. The size of his spoken vocabulary fell at the upper limit for classifying a child as minimally verbal. His demographic information was obtained, in addition to general information from his mother. Four social-cognitive and three speech sound production abilities were assessed, as well as his overall performance in both domains. The study included a parent interview and two child assessment sessions. Results The child exhibited low social-cognitive and speech sound production abilities for his age, with social-cognitive abilities higher than speech sound production abilities. Comparison with the previous study revealed substantial gaps in social cognition and speech sound production between this child and five other minimally verbal children with ASD. His higher abilities in these two domains co-occurred with his larger spoken vocabulary size. Conclusions Although the child's social-cognitive abilities were low for his age, with his speech sound production abilities even lower, both domains were perhaps high enough to support spoken vocabulary at the upper limit for minimally verbal children. Indeed, there appeared to be quantitative and qualitative differences between him and other minimally verbal children in the previous study. The possibility was explored that there is a point or threshold along the developmental continua for social cognition and speech sound production that allows for expansion into useful language.

The Window to Language is Still Open: Distinguishing Between Preverbal and Minimally Verbal Children With ASD

2016 ◽  
Vol 1 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Charlotte DiStefano ◽  
Connie Kasari
Keyword(s):  
Language Development ◽  
Children With Autism ◽  
Spoken Language ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Minimally Verbal ◽  
Linguistic Communication ◽  
Children With Asd ◽  
Preschool Age Children ◽  
Minimally Verbal Children

While a large number of preschool age children with autism spectrum disorder (ASD) use no or little spoken language, only a portion will remain minimally verbal into elementary school. Determining whether a child is likely to remain minimally verbal past the preschool years is of great importance to families and clinicians, and can inform intervention efforts. Evidence from both behavioral and neuroimaging studies provide support for the idea that minimally verbal children with ASD have specific and unique expressive language deficits and are not simply at an earlier stage of language development. Intervention that focuses on pre-linguistic skills, such as joint attention, gestures, and vocalizations can be effective to increase language in pre- and minimally verbal children with ASD. The use of speech generating devices (SGD) has also been shown to support spoken language development in this population. Although many preschool aged children with ASD are using no or very little language, many of these children are in fact pre-verbal, and will continue to develop language skills. Targeted intervention, including a focus on pre-linguistic communication and SGD, will help support their language development.

A Case Study: Unique Challenges of an Adolescent Female With Autism Spectrum Disorder

2020 ◽  
Vol 5 (1) ◽  
pp. 314-325
Author(s):  
Kimberly F. Frazier ◽  
Jessica Collier ◽  
Rachel Glade
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Social Performance ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Management ◽  
Adolescent Female ◽  
Social Thinking

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.

Online self-radicalisation: a case study of cognitive vulnerabilities for radicalization to extremism and single actor terrorism

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ryan Little ◽  
Peter Ford ◽  
Alessandra Girardi
Keyword(s):  
Single Case ◽  
Psychometric Testing ◽  
Autism Spectrum ◽  
Internet Technology ◽  
Online Activity ◽  
Content Type ◽  
Cognitive Vulnerabilities ◽  
Clinical Interviews ◽  
Psychological Risk

Purpose Understanding the psychological risk factors in radicalisation and terrorism is typically limited by both a lack of access to individuals who carry out the acts and those who are willing to engage in research on the matter. The purpose of this study is to describe the process of self-radicalisation of an otherwise law-abiding individual who engaged in single-actor terrorism activities. Design/methodology/approach A single case study, based on clinical interviews and psychometric testing, of an individual with autism who engaged in multiple acts of terrorism through online activity. The case is presented within existing frameworks of radicalisation, and describes how it developed along the steps described in the path to intended violence. Findings A number of variables are identified as contributing towards the individual’s vulnerability to radicalisation, such as deficits in higher order cognition, psychopathology, autism spectrum disorder traits, personal interests, social isolation and life stressors. Originality/value Unique to this study is how the process of radicalisation and the possibility to carry out the individual’s attacks was made possible only through the use of internet technology.

scholarly journals Pitt-Hopkins Syndrome: A Unique Case Study

2018 ◽  
Vol 24 (9) ◽  
pp. 995-1002 ◽  
Author(s):  
Alexander Tan ◽  
Kimberly Goodspeed ◽  
Veronica Bordes Edgar
Keyword(s):  
Cognitive Abilities ◽  
Genetic Disorder ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Medical Comorbidities ◽  
Severe Intellectual Disability ◽  
Whole Exome ◽  
Independent Ambulation ◽  
Present Case Study

AbstractObjectives: Pitt-Hopkins syndrome (PTHS) is a rare genetic disorder caused by insufficient expression of the TCF4 gene. Most cases are characterized by severe intellectual disability, absent speech, motor delays, and autism spectrum disorder. Many have abnormal brain imaging, dysmorphic facial features, and medical comorbidities: myopia, constipation, epilepsy, and apneic spells. The present case study expands existing understanding of this disorder by presenting a unique phenotype with higher cognitive abilities and fewer medical comorbidities. Methods: The present case study reports on a 13-year-old, Caucasian male with a recent diagnosis of PTHS following genetic testing (i.e., whole exome sequencing). He was referred for a neuropsychological evaluation to document his neurocognitive functioning to assist with intervention planning. Results: Evaluation of intellectual, attention/executive, memory, visual-motor/fine-motor, academic, adaptive, and emotional/behavioral functioning revealed global impairment across all areas of functioning. However, he demonstrated abilities beyond what has been detailed in the literature, including use of full sentences, capacity to learn and solve novel problems, basic academic functioning, and independent ambulation. Conclusions: Children with PTHS may demonstrate a spectrum of abilities beyond what has been documented in the literature thus far. Failure to recognize this spectrum can result in late identification of an accurate diagnosis. (JINS, 2018, 24, 995–1002)

scholarly journals Educational Response to a Student with Psychosis at the Secondary Level: A Non-Experimental Single-Case Study

2020 ◽  
Vol 10 (4) ◽  
pp. 1080-1094
Author(s):  
Juan Pedro Martínez-Ramón ◽  
Inmaculada Méndez ◽  
Cecilia Ruiz Esteban
Keyword(s):  
Cognitive Abilities ◽  
Single Case ◽  
Personal Characteristics ◽  
Secondary Level ◽  
Quantitative Information ◽  
Educational Systems ◽  
Single Case Study ◽  
Teaching Learning ◽  
The Impact

Students with psychosis in school within the ordinary education system are a reality in the classroom. To study their correct adaptation at school, it is necessary to consider numerous factors such as the personal characteristics of the student, environmental variables, educational measures put in place as well as emotional and cognitive aspects. The aim of this research was to monitor the teaching–learning process of a student diagnosed with psychosis and enrolled in a public school at the secondary level in the ordinary modality with support during an academic year, with the usual resources provided by a guidance department to assess the impact of the educational measures and plans on his emotional and academic fields. This was a single case study in which both qualitative and quantitative information was collected (N = 1). The participant was a student with special needs at the secondary level. An analysis of the results of psychometric tests, plan for diversity, observational analysis, academic file, scholastic history, and multiple interviews were carried out. The findings show how the educational curriculum can be adapted to improve the competences of a student with psychosis by encouraging an increase in social abilities and potential cognitive abilities through the counseling department. The conclusions of this research can provide a guideline for comparison of different educational systems, paying greater attention to the development of emotional aspects, and opting for inclusive measures. In this line, this study shows that students with psychosis can share classrooms and studies with their peers, thus fulfilling the principle of educational inclusion.

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