Using Structured Discourse as a Language Intervention Technique with Autistic Children

1989 ◽  
Vol 54 (3) ◽  
pp. 383-394 ◽  
Author(s):  
Nancy J. Scherer ◽  
Lesley B. Olswang
Keyword(s):  
Late Stage ◽  
Language Intervention ◽  
Stage I ◽  
Semantic Relations ◽  
Multiple Baseline ◽  
Autistic Children ◽  
Linguistic Development ◽  
Intervention Technique ◽  
The Relationship ◽  
Discourse Strategy

A structured discourse strategy, employing child echoic imitations and adult expansion, was used to teach 5 autistic children two-term semantic relations. The 5 male preschoolers in late Stage I of linguistic development were exposed systematically to two-term semantic relations in a structured dialogue with a clinician. A combined multiple baseline and AB(A) design was used to examine the relationship between the clinician expansions and the children's subsequent spontaneous imitations and spontaneous productions. The results showed that an increase in modeling and expansion was related to an increase in the children's initial spontaneous imitations of two-term relations. Further, following the increase in spontaneous imitations, spontaneous productions of the two-term relations increased and were maintained, whereas spontaneous imitations subsequently decreased.

Role of Mothers' Expansions in Stimulating Children's Language Production

1984 ◽  
Vol 27 (3) ◽  
pp. 387-396 ◽  
Author(s):  
Nancy J. Scherer ◽  
Lesley B. Olswang
Keyword(s):  
Late Stage ◽  
Language Production ◽  
Descriptive Analysis ◽  
Semantic Relations ◽  
Multiple Baseline ◽  
Linguistic Development ◽  
Experimental Procedure ◽  
Stage 1 ◽  
Treatment Design

Mothers' expansions were examined for their role in structuring conversational contributions and facilitating spontaneous imitations and productions of two-term semantic relations not previously used by their children. The subjects were four 2-year-old boys in late Stage 1 of linguistic development and their mothers. The investigation consisted of two studies. Study 1, a descriptive analysis of mother-child conversation, showed a contingent relationship between mothers' expansions and their children's use of spontaneous imitations. Study 2, an experimental procedure using a multiple baseline treatment design, showed that an increase in the mothers' expansions was systematically related to an increase in the children's initial spontaneous imitations of two-term semantic relations. Results also indicated that following the increase in spontaneous imitations, spontaneous productions of the two-term relations increased and were maintained, whereas spontaneous imitations subsequently decreased.

Multisign Combinations by Children With Intellectual Impairments

2000 ◽  
Vol 43 (2) ◽  
pp. 309-323 ◽  
Author(s):  
Nicola Grove ◽  
Julie Dockrell
Keyword(s):  
Word Order ◽  
Stage I ◽  
Semantic Relations ◽  
Lexical Development ◽  
Linguistic Development ◽  
Linguistic Representation ◽  
Manual Signs ◽  
Utterance Length ◽  
Language Input

Research suggests that people with intellectual impairments who use manual signs to augment or substitute for speech rarely progress beyond the stage of single signs and that word order is particularly problematic. However, the majority of studies have focused on experimental tasks, and relatively little is known about spontaneous sign production in naturalistic settings. The present study explored the linguistic development in sign and speech of 10 children who relied on manual signs (the Makaton vocabulary) as their main means of communication. Mean utterance length in sign ranged from 1.0 to 2.5, and analysis of semantic relations, lexical development, and word order suggested that the children had not developed their language beyond MLU Stage I. Examination of their abilities within the modality of sign indicated that some children were able to manipulate features of sign at a sublexical level. The results are discussed in relation to the language input by teachers, and inferences are drawn regarding the underlying modality of linguistic representation in children who use manual signs.

Semantic Relations Used by Normal and Language-Impaired Children at Stage I

1976 ◽  
Vol 19 (4) ◽  
pp. 784-795 ◽  
Author(s):  
Patricia P. Freedman ◽  
Robert L. Carpenter
Keyword(s):  
Stage I ◽  
Semantic Relations ◽  
Coding System ◽  
Normal Children ◽  
Linguistic Development ◽  
Language Impaired ◽  
Significant Difference ◽  
Linguistic Coding ◽  
Impaired Children ◽  
Basic Semantic

Two-word utterances of four language-impaired children at Brown’s Stage I level of linguistic development were compared with two-word utterances of four young normal children at the same linguistic level to determine any differences between the two groups in the use of a set of 10 basic semantic relations. Type-token ratios for each semantic relation were used to compare use of semantic relations between groups. A significant difference was obtained for only one relation, with the language-impaired group demonstrating greater diversity in the use of the introducer + entity relation than the normal group. The findings indicated that at the Stage I level of linguistic development, the language-impaired children demonstrated a linguistic system no different than the system of normal Stage I children. The findings are discussed relative to possible cognitive and linguistic strategies involved in language acquisition. It is suggested that some language-impaired children rather than being deficient in their ability to understand and code the basic semantic relations demonstrate a deficit in the higher, more complex aspects of the linguistic coding system.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

STRATEGI KOPING ORANG TUA TERHADAP ANAK AUTIS DAN POLA ASUH ORANG TUA

2018 ◽  
Vol 11 (2) ◽  
pp. 196-204
Author(s):  
Asirotul Ma’rifah ◽  
Naning Puji Suryantini Suryantini ◽  
Rina Mardiyana
Keyword(s):  
Coping Strategies ◽  
Sampling Technique ◽  
Children With Autism ◽  
Adaptive Coping ◽  
Autistic Children ◽  
Cross Sectional ◽  
Authoritarian Parenting ◽  
Cross Tabulation ◽  
Relationship Of ◽  
The Relationship

Autism is still a nightmare for most parents. Parents with autism can be very stressful when dealing with a hyperactive child's behavior, aggressive and passive. Stress experienced by parents of children with autism will affect the ability of parents in the parenting role, especially in relation to coping strategies have in dealing with problems of children. The participation of parents is crucial the success of socializing with children with autism in the general population. This study aims to determine the relationship of coping strategies parents of autistic children and parenting parents. This type of research is an analytic correlation with cross sectional approach. The population in this study were all parents of autistic children in SLB Muhammadiyah Mojokerto numbering 15 people. Samples in this study were all parents of autistic children in SLB Muhammadiyah Mojokerto which totaled 15 people by using total sampling technique. Collecting data using questionnaires. Data analized use cross tabulation, presented in a frequency distribution. On cross-tabulation obtained results tend to use maladaptive coping strategies permissive parenting that is 8 (53.3%), there are also respondents who use adaptive coping strategies using authoritarian parenting as much as one person (16.7%), and adaptive coping strategies tend using democratic parenting style as much as 5 people (33.3%). Expected parents still seeking information to broaden their parents on coping strategies of parents of autistic children and parenting parents as well as parents to give special attention for children with autism to the development and advancement of their lives because they have the same rights as any other normal child.

scholarly journals Maternal toxoplasmosis and the risk of childhood autism: serological and molecular small-scale studies

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jamila S. Al Malki ◽  
Nahed Ahmed Hussien ◽  
Fuad Al Malki
Keyword(s):  
Neurodevelopmental Disorders ◽  
Repetitive Behavior ◽  
Saudi Arabian ◽  
Childhood Autism ◽  
Small Scale ◽  
Autistic Children ◽  
High Prevalence ◽  
Life Threatening ◽  
The Relationship ◽  
Delayed Language Development

Abstract Background Toxoplasmosis resulting from infection with the Toxoplasma parasite has become an endemic disease worldwide. Recently, a few studies have reported a high prevalence of Toxoplasmosis infections among Saudi Arabian women. This disease could become life threatening for pregnant women and for immunodeficient people. There is evidence that infections during pregnancy, especially in the early stages, are associated with neurodevelopmental disorders. Autism disorder represents one of the most common neurodevelopmental disorders worldwide; it is associated with delayed language development, weak communication interaction, and repetitive behavior. The relationship between prenatal toxoplasmosis and autism in childhood remains unclear. The present study aims to report a link between maternal toxoplasmosis and autistic offspring among Saudi Arabian women. Method Blood samples (36 maternal, 36 from their non-autistic children, and 36 from their autistic children) were collected for serological and molecular evaluation. Results A toxoplasmosis infection was reported for 33.34% of participants using an ELISA assay (5.56% IgG+/IgM+, 11.11% IgG−/IgM+, and 16.67% IgG+/IgM-); however, a nested PCR assay targeting B1 toxoplasmosis specific genes recorded positive tests for 80.56% of the samples. In addition, the present study detected several points of mutation of mtDNA including NADH dehydrogenase (ND1, ND4) and Cyt B genes and the nDNA pyruvate kinase (PK) gene for autistic children infected with toxoplasmosis. Conclusion Considering previous assumptions, we suggest that a maternal toxoplasmosis infection could have a role in the development of childhood autism linked to mtDNA and nDNA impairment.

The relationship between 99mTc-HMPAO brain SPECT and the scores of real life rating scale in autistic children

2002 ◽  
Vol 24 (2) ◽  
pp. 77-81 ◽  
Author(s):  
Meryem Kaya ◽  
Serap Karasalihoğlu ◽  
Funda Üstün ◽  
Aziz Gültekin ◽  
Tevfik Fikret Çermik ◽  
...  
Keyword(s):  
Rating Scale ◽  
Real Life ◽  
Brain Spect ◽  
Autistic Children ◽  
The Relationship ◽  
99Mtc Hmpao

XMAP230 is required for the assembly and organization of acetylated microtubules and spindles in Xenopus oocytes and eggs

1998 ◽  
Vol 111 (16) ◽  
pp. 2315-2327 ◽  
Author(s):  
B.J. Cha ◽  
B. Error ◽  
D.L. Gard
Keyword(s):  
Late Stage ◽  
Xenopus Oocytes ◽  
Early Stage ◽  
Polyclonal Antibodies ◽  
Stage Iv ◽  
Stage I ◽  
Meiotic Spindle ◽  
Heat Stable ◽  
Early Embryos ◽  
And Function

We used affinity-purified polyclonal antibodies to characterize the distribution and function of XMAP230, a heat-stable microtubule-associated protein isolated from Xenopus eggs, during oogenesis. Immunoblots revealed that XMAP230 was present throughout oogenesis and early development, but was most abundant in late stage oocytes, eggs, and early embryos. Immunofluorescence microscopy revealed that XMAP230 was associated with microtubules in oogonia, post-mitotic stage 0 oocytes, early stage I oocytes, and during stage IV-VI of oogenesis. However, staining of microtubules by anti-XMAP230 was not detectable during late stage I through stage III. In stage VI oocytes, anti-XMAP230 stained a large subset of microtubules that were also stained with monoclonal antibodies specific for acetylated (α)-tubulin. During oocyte maturation, XMAP230 was associated with the transient microtubule array that serves as the precursor of the first meiotic spindle, as well as both first and second meiotic spindles. The extensive array of cytoplasmic microtubules present throughout maturation was not detectably stained by anti-XMAP230. Microinjection of anti-XMAP230 locally disrupted the organization and acetylation of microtubules in stage VI oocytes, and reduced the re-acetylation of microtubules during recovery from cold-induced microtubule disassembly. Subsequent maturation of oocytes injected with anti-XMAP230 resulted in defects in the assembly of the transient microtubules array and first meiotic spindle. These observations suggest that XMAP230 is required for the stabilization and organization of cytoplasmic and spindle microtubules in Xenopus oocytes and eggs.

The impact of the COVID-19 pandemic on stage at diagnosis of breast and colorectal cancers.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 6501-6501
Author(s):  
Jade Zhou ◽  
Shelly Kane ◽  
Celia Ramsey ◽  
Melody Ann Akhondzadeh ◽  
Ananya Banerjee ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Colorectal Cancer ◽  
Cancer Screening ◽  
Late Stage ◽  
Stage Iv ◽  
Stage I ◽  
Screening Programs ◽  
Stage Distribution ◽  
Number Of Patients ◽  
The Impact

6501 Background: Effective cancer screening leads to a substantial increase in the detection of earlier stages of cancer, while decreasing the incidence of later stage cancer diagnoses. Timely screening programs are critical in reducing cancer-related mortality in both breast and colorectal cancer by detecting tumors at an early, curable stage. The COVID-19 pandemic resulted in the postponement or cancellation of many screening procedures, due to both patient fears of exposures within the healthcare system as well as the cancellation of some elective procedures. We sought to identify how the COVID-19 pandemic has impacted the incidence of early and late stage breast and colorectal cancer diagnoses at our institution. Methods: We examined staging for all patients presenting to UCSD at first presentation for a new diagnosis of malignancy or second opinion in 2019 and 2020. Treating clinicians determined the stage at presentation for all patients using an AJCC staging module (8th edition) in the electronic medical record (Epic). We compared stage distribution at presentation in 2019 vs 2020, both for cancers overall and for colorectal and breast cancer, because these cancers are frequently detected by screening. Results: Total numbers of new patient visits for malignancy were similar in 2019 and 2020 (1894 vs 1915 pts), and stage distribution for all cancer patients was similar (stage I 32% in 2019 vs 29% in 2020; stage IV 26% in both 2019 and 2020). For patients with breast cancer, we saw a lower number of patients presenting with stage I disease (64% in 2019 vs 51% in 2020) and a higher number presenting with stage IV (2% vs 6%). Similar findings were seen in colorectal cancer (stage I: 22% vs 16%; stage IV: 6% vs 18%). Conclusions: Since the COVID-19 pandemic, there has been an increase in incidence of late stage presentation of colorectal and breast cancer, corresponding with a decrease in early stage presentation of these cancers at our institution. Cancer screening is integral to cancer prevention and control, specifically in colorectal and breast cancers which are often detected by screening, and the disruption of screening services has had a significant impact on our patients. We plan to continue following these numbers closely, and will present data from the first half of 2021 as it becomes available.

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

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