scholarly journals Predicting Expressive Language From Early Vocalizations in Young Children With Autism Spectrum Disorder: Which Vocal Measure Is Best?

2020 ◽  
Vol 63 (5) ◽  
pp. 1509-1520
Author(s):  
Jena McDaniel ◽  
Paul Yoder ◽  
Annette Estes ◽  
Sally J. Rogers
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Language Skills ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Incremental Validity ◽  
Added Value ◽  
Children With Asd

Purpose This study was designed to test the incremental validity of more expensive vocal development variables relative to less expensive variables for predicting later expressive language in children with autism spectrum disorder (ASD). We devote particular attention to the added value of coding the quality of vocalizations over the quantity of vocalizations because coding quality adds expense to the coding process. We are also interested in the added value of more costly human-coded vocal variables relative to those generated through automated analyses. Method Eighty-seven children with ASD aged 13–30 months at study initiation participated. For quantity of vocalizations, we derived one variable from human coding of brief communication samples and one from an automated process for daylong naturalistic audio samples. For quality of vocalizations, we derived four human-coded variables and one automated variable. A composite expressive language measure was derived at study entry, and 6 and 12 months later. The 12 months–centered intercept of a simple linear growth trajectory was used to quantify later expressive language. Results When statistically controlling for human-coded or automated quantity of vocalization variables, human-coded quality of vocalization variables exhibited incremental validity for predicting later expressive language skills. Human-coded vocal variables also predicted later expressive language skills when controlling for the analogous automated vocal variables. Conclusion In sum, these findings support devoting resources to human coding of the quality of vocalizations from communication samples to predict later expressive language skills in young children with ASD despite the greater costs of deriving these variables. Supplemental Material https://doi.org/10.23641/asha.12276458

scholarly journals Fathers' and Mothers' Verbal Responsiveness and the Language Skills of Young Children With Autism Spectrum Disorder

2015 ◽  
Vol 24 (3) ◽  
pp. 400-410 ◽  
Author(s):  
Michelle Flippin ◽  
Linda R. Watson
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Child Language ◽  
Language Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Child Cognition ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Verbal Responsiveness

Purpose In this observational study, we examined the interactions of 16 young children with autism spectrum disorder (ASD) and their parents to investigate (a) differences in verbal responsiveness used by fathers and mothers in interactions with their children with ASD and (b) concurrent associations between the language skills of children with ASD and the verbal responsiveness of both fathers and mothers. Method Parent verbal responsiveness was coded from video recordings of naturalistic parent–child play sessions using interval-based coding. Child language skills were measured by the Preschool Language Scale–Fourth Edition (Zimmerman, Steiner, & Pond, 2002). Results For both fathers and mothers, parent verbal responsiveness was positively associated with child language skills. Mothers' responsiveness was also significantly associated with child cognition. After controlling for child cognition, fathers' verbal responsiveness continued to be significantly related to child language skills. Conclusions Although other studies have documented associations between mothers' responsiveness and child language, this is the 1st study to document a significant concurrent association between child language skills of children with ASD and the verbal responsiveness of fathers. Findings of this study warrant the inclusion of fathers in future research on language development and intervention to better understand the potential contributions fathers may make to language growth for children with ASD over time as well as to determine whether coaching fathers to use responsive verbal strategies can improve language outcomes for children with ASD.

Evaluating response to group CBT in young children with autism spectrum disorder

2019 ◽  
Vol 12 ◽  
Author(s):  
Deanna Swain ◽  
Haley G. Murphy ◽  
Tyler A. Hassenfeldt ◽  
Jill Lorenzi ◽  
Angela Scarpa
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Negative Affect ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Post Treatment ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Treatment Responder ◽  
Group Cbt

AbstractMany children with autism spectrum disorder (ASD) exhibit difficulties with negative affect. Cognitive behavioural therapy (CBT) has been successfully adapted for individuals with ASD to treat these difficulties. In a wait-list control study, for example, group analyses showed promising results for young children with ASD using a developmentally adapted group CBT approach. This report examined response to group CBT in terms of individual-level change in young children with ASD. Eighteen children with ASD, aged 5–7 years, and their respective parents participated in treatment. Parents completed pre- and post-treatment measures of negative affect and related behaviours. Treatment responders and non-responders were grouped based on significant treatment outcomes as assessed by statistically significant change for lability/negativity and 20% decrease in intensity, duration or frequency of emotional outbursts. Results indicated that 67% of children met criteria as a treatment responder, showing meaningful improvement in at least two outcome measures. No significant group differences emerged for initial characteristics before treatment. Wilcoxon signed rank tests determined pre-/post-treatment change in parental confidence for each treatment responder group. Results indicated statistically significant increase for the treatment responder group in parent-reported confidence in their own ability and in their child's ability to manage the child's anger and anxiety, but these results were not significant for the treatment non-responder group. Results provide additional evidence that CBT can significantly decrease expressions of anger/anxiety in children with ASD as young as 5 years, yet also suggest need for further improvement.

Play and Communication in Children With Autism Spectrum Disorder

2012 ◽  
Vol 34 (2) ◽  
pp. 82-103 ◽  
Author(s):  
Rebecca G. Lieberman ◽  
Paul Yoder
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Controlled Trial ◽  
Meta Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intentional Communication ◽  
Object Play ◽  
Children With Asd

The association between object play and intentional communication was examined in children with autism spectrum disorder (ASD). Meta-analysis of concurrent and longitudinal correlational studies revealed significant associations between object play and intentional communication in young children with ASD. One well-conducted and internally valid, randomized, controlled trial suggests a bidirectional causal relationship between object play and intentional communication. Further experiments are needed to replicate these findings and test a play-as-stronger-cause hypothesis. Findings of the review have implications for development and implementation of effective interventions for young children with ASD when communication is the target and play serves as the context for intervention strategies. One model for conceptualization of treatment is proposed.

scholarly journals Exploring sleep quality of young children with autism spectrum disorder and disruptive behaviors

2018 ◽  
Vol 44 ◽  
pp. 61-66 ◽  
Author(s):  
Cynthia R. Johnson ◽  
Tristram Smith ◽  
Alexandra DeMand ◽  
Luc Lecavalier ◽  
Victoria Evans ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Sleep Quality ◽  
Disruptive Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Young Children With Autism

scholarly journals Design of a Digital Comic Creator (It’s Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder: Design Research Approach

10.2196/17260 ◽  
2020 ◽  
Vol 7 (7) ◽  
pp. e17260
Author(s):  
Gijs Terlouw ◽  
Job TB van 't Veer ◽  
Jelle T Prins ◽  
Derek A Kuipers ◽  
Jean-Pierre E N Pierie
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Design Research ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Added Value ◽  
Research Approach ◽  
Mutual Understanding ◽  
Social Situations ◽  
Children With Asd

Background Children with autism spectrum disorder (ASD) often face difficulties in social situations and are often lagging in terms of social skills. Many interventions designed for children with ASD emphasize improving social skills. Although many interventions demonstrate that targeted social skills can be improved in clinical settings, developed social skills are not necessarily applied in children's daily lives at school, sometimes because classmates continue to show negative bias toward children with ASD. Children with ASD do not blame the difficult social situations they encounter on their lack of social skills; their main goal is to be accepted by peers. Objective This study aims to design a comic creator—It's me—that would create comics to serve as transformational boundary objects to facilitate and enact a horizontal interaction structure between high-functioning children with ASD and their peers, aiming to increase mutual understanding between children at school. Methods This research project and this study are structured around the Design Research Framework in order to develop the comic through an iterative-incremental process. Three test sessions, which included 13, 6, and 47 children, respectively, were initiated where the focus shifted in time from usability during the first two tests to the initial assessment of acceptance and feasibility in the third session. A stakeholder review, which included six experts, took place after the second test session. Results A digital comic creator, It's me, was produced within this study. Children can create their own personal comic by filling in a digital questionnaire. Based on concepts of peer support, psychoeducation, and horizontal interaction, It's me has a rigorous base of underlying concepts that have been translated into design. Based on the first test sessions, the comic has shown its potential to initiate personal conversations between children. Teachers are convinced that It's me can be of added value in their classrooms. Conclusions It's me aims to initiate more in-depth conversations between peers, which should lead to more mutual understanding and better relationships between children with ASD and their peers. The first test sessions showed that It's me has the potential to enact horizontal interaction and greater understanding among peers. It's me was designed as a boundary object, aiming to connect the objectives of different stakeholders, and to trigger reflection and transformation learning mechanisms. The applied design research approach might be of added value in the acceptance and adoption of the intervention because children, professionals, and teachers see added value in the tool, each from their own perspectives.

scholarly journals Early Word Order Usage in Preschool Mandarin-Speaking Typical Children and Children With Autism Spectrum Disorder: Influences of Caregiver Input?

2022 ◽  
Vol 12 ◽  
Author(s):  
Ying Alice Xu ◽  
Letitia R. Naigles ◽  
Yi Esther Su
Keyword(s):  
Autism Spectrum Disorder ◽  
Word Order ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Strong Correlations ◽  
Children With Asd ◽  
Frequency Of Use ◽  
Syntactic Development

This study explores the emergence and productivity of word order usage in Mandarin-speaking typically-developing (TD) children and children with autism spectrum disorder (ASD), and examines how this emergence relates to frequency of use in caregiver input. Forty-two caregiver-child dyads participated in video-recorded 30-min semi-structured play sessions. Eleven children with ASD were matched with 10 20-month-old TD children and another 11 children with ASD were matched with 10 26-month-old TD children, on expressive language. We report four major findings: (1) Preschool Mandarin-speaking children with ASD produced word order structures with pervasive ellipsis at similar rates to language-matched TD children, but also displayed differences from TD children in their usage of SVt and VtO frames; (2) Grammatical productivity was observed in both TD children and children with ASD; moreover, children with ASD with higher expressive language produced less stereotyped language; (3) Both TD children and children with ASD heard a range of word orders in their caregivers’ input, with TD children’s input greater in amount and complexity; however, caregivers of both groups also showed no age/language-related changes in word order usage; (4) Few word-order-specific correlations emerged between caregivers and their children; however, strong correlations were observed for mean length of utterances (MLU) for both groups: Caregivers who produced longer/more complex utterances had children who did the same. Taken together, it seems that despite their pragmatic deficits, the early grammatical knowledge of word order in Mandarin-exposed children with ASD is well preserved and in general follows the typical developmental pattern. Moreover, caregiver input is broadly rather than finely tuned to the linguistic development of TD children and children with ASD, and plays a more important role in children’s general syntactic development than in specific word order acquisition. Thus, early word order usage in preschool Mandarin-speaking TD children and children with ASD may be influenced by both caregiver input and child abilities.

Quality of life among parents of South African children with autism spectrum disorder

2018 ◽  
Vol 30 (4) ◽  
pp. 226-231 ◽  
Author(s):  
Ayman Alhazmi ◽  
Reneva Petersen ◽  
Kirsten A Donald
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
South African ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Life Assessment ◽  
Children With Asd ◽  
The Mean

AbstractObjectiveTo describe the quality of life (QOL) of South African parents caring for children with autism spectrum disorder (ASD) as compared with parents of typically developing (TD) children from the same community.MethodsA cross-sectional study was done evaluating the QOL of parents of 52 children (26 parents of children with ASD versus 26 parents of TD children) using a structured measure, (World Health Organization Quality of Life Assessment-BREF).ResultsThe mean age of the children with ASD was 64.9 months (SD 14.5) versus 60.1 months (SD 13.5) for TD group. There was a male predominance among group of children with ASD (48 boys, four girls). The mean parental age of the ASD group was 32.9 years (SD 7.8) compared with 33.8 years (SD 6.8) for the TD group. As compared with parents of the TD children, parents of children with ASD had lower mean QOL scores in the four QOL domains: physical, psychological, social and environmental health (p<0.0001). the domain where the discrepancy between groups was greatest was the physical domain Where the mean score was 52.1 (SD 18.7) in the ASD group and 92 (SD 10.4) in the TD group. Lower income, severity level of ASD and lack of access to school placement of children with ASD were found significantly associated with parents’ QOL domains.ConclusionQOL of parents of children with ASD is significant lower than that of the parents of their TD peers across all domains and is an important component in management of the family which needs to be explored and addressed.

scholarly journals Leisure and Quality of Life among Parents of Children with Autism Spectrum Disorder – A Review Based Analysis

2021 ◽  
pp. 176-188
Author(s):  
Menezes Ida Sylvia ◽  
Laveena D’Mello
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Assessment Tools ◽  
Children With Asd ◽  
Quality Life

Purpose: Owing to the time-consuming job of caring for their child's family and friends, parents of children with autism spectrum disorder risk losing family relationships. The main aim was to identify and intervene in the quality of life of parents, the interventions offered to parents as primary caregivers of children with ASD. To explore parents' perspectives on beneficent for children with autism in connection with formative years, resources, and to confront the consequences of upraising a child with ASD. Design/Methodology/Approach: Systematic literature, resulting in the publication of 27 studies that focused on the living standards of parents of children with ASD. Systematic literature scrutiny was performed using the search words "autism spectrum disorder," ‘primary caregiver/ parents/ mother” and "Quality of life" in the electronic databases Research gate, Academia, Google Scholar, and PsycInfo. Findings/Result: QOL autism-specific assessment tools were limited and hence, most studies have employed a general measure tool to assess the influence of the diagnosed disorder on the physical and psychological well-being of parents/caregivers. Originality/Value: The sequel of this study advocate that to date, the appraisal of quality life in parents of children with ASD into clinical practice has been rationalized by the shortage of autism-specific scales. As generically do not catch all pertinent aspects of living with ASD raising the need for immediate measures. Implementing parental interventions in parallel with the child’s interventions may raise QOL. Paper Type: Systematic literature review.

scholarly journals Language profiles in young children with autism spectrum disorder: A community sample using multiple assessment instruments

Autism ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 141-153 ◽  
Author(s):  
Rose Nevill ◽  
Darren Hedley ◽  
Mirko Uljarević ◽  
Ensu Sahin ◽  
Johanna Zadek ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Expressive Language ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Young Children With Autism ◽  
Language Profiles ◽  
Nonverbal Cognition

This study investigated language profiles in a community-based sample of 104 children aged 1–3 years who had been diagnosed with autism spectrum disorder using Diagnostic and Statistical Manual of Mental Disorders (5th ed.) diagnostic criteria. Language was assessed with the Mullen scales, Preschool Language Scale, fifth edition, and Vineland-II parent-report. The study aimed to determine whether the receptive-to-expressive language profile is independent from the assessment instrument used, and whether nonverbal cognition, early communicative behaviors, and autism spectrum disorder symptoms predict language scores. Receptive-to-expressive language profiles differed between assessment instruments and reporters, and Preschool Language Scale, fifth edition profiles were also dependent on developmental level. Nonverbal cognition and joint attention significantly predicted receptive language scores, and nonverbal cognition and frequency of vocalizations predicted expressive language scores. These findings support the administration of multiple direct assessment and parent-report instruments when evaluating language in young children with autism spectrum disorder, for both research and in clinical settings. Results also support that joint attention is a useful intervention target for improving receptive language skills in young children with autism spectrum disorder. Future research comparing language profiles of young children with autism spectrum disorder to children with non-autism spectrum disorder developmental delays and typical development will add to our knowledge of early language development in children with autism spectrum disorder.

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