The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

scholarly journals The role of caregiver speech in supporting language development in infants and toddlers with autism spectrum disorder

2020 ◽  
Vol 32 (4) ◽  
pp. 1230-1239 ◽  
Author(s):  
Meghan R. Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Best Practice ◽  
Intervention Studies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Research ◽  
Language Data

AbstractParents play an essential role in supporting child development by providing a safe home, proper nutrition, and rich educational opportunities. In this article we focus on the role of caregiver speech in supporting development of young children with autism spectrum disorder (ASD). We review studies from typically developing children and children with autism showing that rich and responsive caregiver speech supports language development. Autism intervention studies that target caregiver speech are reviewed as are recent scientific advances from studies of typical development. The strengths and weakness of different techniques for collecting language data from caregivers and children are reviewed, and natural language samples are recommended as best practice for language research in autism. We conclude that caregivers play a powerful role in shaping their children's development and encourage researchers to adapt parent-mediated intervention studies to acknowledge individual differences in parents by using a personalized medicine approach.

scholarly journals Predicting Receptive–Expressive Vocabulary Discrepancies in Preschool Children With Autism Spectrum Disorder

2018 ◽  
Vol 61 (6) ◽  
pp. 1426-1439 ◽  
Author(s):  
Jena McDaniel ◽  
Paul Yoder ◽  
Tiffany Woynaroski ◽  
Linda R. Watson
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Motor Performance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Oral Motor ◽  
Children With Asd ◽  
Size Discrepancy

PurposeCorrelates of receptive–expressive vocabulary size discrepancies may provide insights into why language development in children with autism spectrum disorder (ASD) deviates from typical language development and ultimately improve intervention outcomes.MethodWe indexed receptive–expressive vocabulary size discrepancies of 65 initially preverbal children with ASD (20–48 months) to a comparison sample from the MacArthur–Bates Communicative Development Inventories Wordbank (Frank, Braginsky, Yurovsky, & Marchman, 2017) to quantify typicality. We then tested whether attention toward a speaker and oral motor performance predict typicality of the discrepancy 8 months later.ResultsAttention toward a speaker correlated positively with receptive–expressive vocabulary size discrepancy typicality. Imitative and nonimitative oral motor performance were not significant predictors of vocabulary size discrepancy typicality. Secondary analyses indicated that midpoint receptive vocabulary size mediated the association between initial attention toward a speaker and end point receptive–expressive vocabulary size discrepancy typicality.ConclusionsFindings support the hypothesis that variation in attention toward a speaker might partially explain receptive–expressive vocabulary size discrepancy magnitude in children with ASD. Results are consistent with an input-processing deficit explanation of language impairment in this clinical population. Future studies should test whether attention toward a speaker is malleable and causally related to receptive–expressive discrepancies in children with ASD.

Husband’s Social Support for Mother of Children With Autism Spectrum Disorder

2021 ◽  
pp. 106648072110050
Author(s):  
Dinie Ratri Desiningrum ◽  
Dewi Retno Suminar ◽  
Endang Retno Surjaningrum ◽  
Suryanto ◽  
Wiwin Hendriani
Keyword(s):  
Social Support ◽  
Autism Spectrum Disorder ◽  
Interpretative Phenomenological Analysis ◽  
Qualitative Method ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
The Impact

Purpose: The purpose of the research is to find husband’s social support for mother of children with autism spectrum disorder (ASD). The problem of this study is how the forms of husband’s social support are perceived by mothers of children with ASD, and what are the factors and impacts for mothers perceived about husband’s social support. Method: The research was conducted on family having children with autism aged 5–14 years, employing a qualitative method by interviewing 10 mother participants. Data were analyzed using interpretative phenomenological analysis (IPA). Results: The analysis resulted in five themes. First, the impact of disability of children with ASD on marriage relationship; second, the role of husband in parenting children with ASD; third, the perception of mother for husband’s social support; fourth, some factors influences to husband social supports; and fifth, the effects of husband’s social support for mother, children with ASD, and family. The discussion and limitations of this study are considered. Applications/Originality/Value: The results of this study are expected to be a reference for scientists, especially in the field of psychology of children with special needs, and can also contribute to the application of science to institutions related to ASD and observers of children with ASD.

Assessing Signed Language Development in Deaf/Signing Children with Autism Spectrum Disorder

2021 ◽  
pp. 131-144
Author(s):  
Aaron Shield ◽  
Deborah Mood ◽  
Nicole Salamy ◽  
Jonathan Henner
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Deaf Community ◽  
Behavioral Norms ◽  
Children With Asd ◽  
Signed Language

In this chapter, the authors discuss assessment of signed language development in deaf/hard of hearing (D/HH) signing children with autism spectrum disorder (ASD). The development of sign in D/HH children with ASD is an area of growing research, with recent papers describing how the language profile of such children is both similar to and different from hearing/speaking children with ASD. The authors highlight the difficulties of assessing signed language in this population, focusing on a lack of tests designed specifically for D/HH children. Furthermore, they describe how variations in degree of exposure to sign at home and different behavioral norms in the Deaf community complicate identification and assessment. Finally, the authors suggest some directions for possible future research.

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.

scholarly journals The Study of Parent Attitude to the Developmental Features of Children with Autism

2021 ◽  
Vol 19 (4) ◽  
pp. 32-39
Author(s):  
S.A. Morozov ◽  
S.S. Morozova ◽  
T.I. Morozova
Keyword(s):  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
Intellectual Impairment ◽  
Children With Asd ◽  
Parent Attitude ◽  
Dsm V ◽  
Spectrum Disorders ◽  
Developmental Features

According to the survey of 629 families of children with autism spectrum disorders (ASD), it was revealed that the estimation of the significance of symptoms occurring in ASD by parents does not partially coincide with those adopted in modern official classifiers (ICD-11; DSM-V). Parents attach more importance than professionals to speech disorders (especially the difficulties of expressive speech) and significantly underestimate the problems associated with intelligence). The role of comorbid disorders also underestimates the role of intellectual impairment, depressive and epileptiform symptomatology and mistakenly gives a significant place to mental development delays. It is shown that the coordination of the system of inter-relations of parents and professionals can reached by the similarity in assessments of the child status. The results will be used in determining the directions, methods and forms of working with families of children with ASD.

scholarly journals Is Earlier Better? The Relationship between Age When Starting Early Intervention and Outcomes for Children with Autism Spectrum Disorder: A Selective Review

2020 ◽  
Vol 2020 ◽  
pp. 1-17
Author(s):  
Patricia O. Towle ◽  
Patricia A. Patrick ◽  
Tamique Ridgard ◽  
Sofia Pham ◽  
Jaime Marrus
Keyword(s):  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Predictor Variables ◽  
Ability Level ◽  
Children With Asd ◽  
Outcomes For Children ◽  
Complex Relationships ◽  
The Relationship

Although the conventional wisdom is that “earlier is better” when it comes to intervention for children with ASD, it is not clear what evidence exists to support this notion. This review examined a group of studies that addressed outcomes for young children with ASD who started early intervention at a range of ages. The review was selective by including only papers that examined the age of initiation of treatment as well as baseline cognitive, language, or adaptive level and, in addition, employed a method to control for the covariance between early ability level and age of beginning intervention. Fourteen studies were identified and then compared on methods and outcomes. The support for “earlier is better” was mixed, but it was clear that complex relationships among predictor variables need to be explored in order to understand the role of age of starting early intervention for later outcomes.

Face-Viewing Patterns in Young Children With Autism Spectrum Disorders: Speaking up for the Role of Language Comprehension

2014 ◽  
Vol 57 (6) ◽  
pp. 2246-2252 ◽  
Author(s):  
Jakob Åsberg Johnels ◽  
Christopher Gillberg ◽  
Terje Falck-Ytter ◽  
Carmela Miniscalco
Keyword(s):  
Young Children ◽  
Language Comprehension ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Speaking Up ◽  
Children With Asd ◽  
Short Films ◽  
Young Children With Autism

Purpose The aim was to examine whether viewing patterns toward the mouth, eyes, and nonmouth–noneyes areas differed between young children with autism spectrum disorder (ASD) and typically developing (TD) children when viewing a person speaking. The role of language comprehension in such viewing patterns was also examined. Method Eleven children with ASD (approximately 4.5 years old) and 29 TD toddlers (approximately 2.5 years old) participated. The groups were matched on language comprehension raw scores from the Reynell Developmental Language Scales III. All children viewed short films of a woman speaking while their eye movements were recorded with eye-tracking equipment. Results Children with ASD spent proportionally less time viewing the mouth and more time viewing the nonmouth–noneyes areas. Time viewing the eyes did not differ between groups. Increased mouth viewing was associated with lower language comprehension in the group with ASD. Conclusion Variability in language comprehension is an important factor to monitor when interpreting face-viewing patterns in young children with ASD, particularly with regard to mouth viewing. The results may help explain divergent findings in this field of research.

scholarly journals Specific Weaknesses in Linguistic Statistical Learning in Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Anqi Hu ◽  
Violet Kozloff ◽  
Amanda Van Horne ◽  
Diane Chugani ◽  
Zhenghan Qi
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Statistical Learning ◽  
Longitudinal Research ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Reciprocal Relationship ◽  
Spectrum Disorder ◽  
Cross Sectional ◽  
Children With Asd

Background: Children with autism spectrum disorder (ASD) exhibit highly variable language abilities. There is a great interest in whether statistical learning (SL), a fundamental mechanism for language development, is impaired in ASD. Nevertheless, mixed findings have been reported. Furthermore, recent studies in healthy populations suggest individuals vary in their SL ability across auditory and visual modalities as well as linguistic and nonlinguistic domains. Whether children with ASD show impaired SL in specific modalities or domains still remains unknown.Methods: Thirty-one children with ASD (6 – 12 years) and 31 age and gender-matched typically developing (TD) children were assessed with an auditory linguistic (syllable), auditory nonlinguistic (tone), visual linguistic (letter), and visual nonlinguistic (image) SL tasks where children implicitly learned the embedded patterns of stimulus triplets. Learning was measured by reaction-time acceleration during familiarization, triplet-recognition accuracy after familiarization, and a composite score combining online and offline learning.Results: Children with ASD showed particular weaknesses in the linguistic SL tasks (syllable and letter) but comparable performance to the TD children in the nonlinguistic SL tasks (tone and image). Children with ASD showed a lack of association across SL tasks, suggesting distinct underlying learning processes for SL across domains and modalities. The specific weaknesses in linguistic SL appear to be more evident in older children with ASD compared to younger children with ASD.Conclusions: We found children with ASD are not in general impaired in SL. Instead, their difficulties lie specifically in the linguistic domains. We also provided preliminary evidence hinting a reciprocal relationship between linguistic SL and language development, as the weaknesses in linguistic SL exacerbate over development in our cross-sectional sample. Future longitudinal research will elucidate whether impaired linguistic SL is an outcome or a cause of impaired language skills in a substantial subgroup of children with ASD.

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