Change in Pragmatic Language in Infant-Toddlers With Autism Spectrum Disorder: A Retrospective Study

2011 ◽  
Vol 18 (1) ◽  
pp. 32-36
Author(s):  
Mallory Buckingham ◽  
Diana B. Newman
Keyword(s):  
Autism Spectrum Disorder ◽  
Retrospective Study ◽  
Cognitive Ability ◽  
Language Change ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Autism Severity ◽  
Intervention Intensity ◽  
Child Age

This study examined the unique effects of child age at entry to services, autism severity, and cognitive ability, as well as intervention intensity, and total hours in predicting change in language of toddlers with autism receiving birth-to-three services. Only age at entry to services was found to have a large effect on language change.

Variables Affecting Outcome of Early Intervention in Autism Spectrum Disorder

2017 ◽  
Vol 15 (03) ◽  
pp. 129-133 ◽  
Author(s):  
Esther Ben-Itzchak ◽  
Ditza Zachor
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Cognitive Ability ◽  
Adaptive Behavior ◽  
Treatment Approach ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Autism Severity ◽  
Behavior Skills ◽  
Adaptive Behavior Skills

AbstractHeterogeneity in autism spectrum disorder (ASD) is reflected in the child's characteristics, including clinical variability in the severity of autism symptoms, cognitive ability, and language skills. Also, substantial individual differences are apparent about treatment outcomes. The effects of early intervention in ASD constitute one of the important questions ASD researchers face today. To what extent do factors such as child and family characteristics, intervention approach, and specific treatment components, influence outcome? This review focused on which preintervention factors better predicted outcome in each of the different outcome measures used most frequently in ASD research, including autism severity, cognitive ability, and adaptive behavior skills. For outcome in autism severity, predictors included child's baseline age, cognitive ability, autism severity, and the type of treatment approach used. For cognitive gains, predictors included baseline autism severity, maternal and educational level, and the type and intensity of the treatment. For outcome in adaptive behavior skills, predictors included baseline cognitive ability, autism severity, maternal age, and the treatment approach and intensity. Future studies in this field should expand the scope of factors, look for more specific behaviors, and investigate the interplay between a child's characteristics, familial factors, and various treatment aspects that might affect the outcome of the intervention.

Brief Report: Pragmatic Language in Autism Spectrum Disorder: Relationships to Measures of Ability and Disability

2008 ◽  
Vol 39 (2) ◽  
pp. 388-393 ◽  
Author(s):  
Joanne Volden ◽  
Jamesie Coolican ◽  
Nancy Garon ◽  
Julie White ◽  
Susan Bryson
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language

scholarly journals Social (pragmatic) communication disorders and autism spectrum disorder

2015 ◽  
Vol 101 (8) ◽  
pp. 745-751 ◽  
Author(s):  
Gillian Baird ◽  
Courtenay Frazier Norbury
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Communication Disorders ◽  
International Classification Of Diseases ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Clinical Disorder ◽  
Dsm 5 ◽  
Pragmatic Communication

Changes have been made to the diagnostic criteria for autism spectrum disorder (ASD) in the recent revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and similar changes are likely in the WHO International Classification of Diseases (ICD-11) due in 2017. In light of these changes, a new clinical disorder, social (pragmatic) communication disorder (SPCD), was added to the neurodevelopmental disorders section of DSM-5. This article describes the key features of ASD, SPCD and the draft ICD-11 approach to pragmatic language impairment, highlighting points of overlap between the disorders and criteria for differential diagnosis.

Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder

2018 ◽  
Vol 39 (02) ◽  
pp. 158-165
Author(s):  
Geralyn Timler
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Conversation Skills ◽  
School Aged Children ◽  
Adolescents With Autism ◽  
Social Tasks ◽  
Nonverbal Skills

AbstractConversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer groups, maintaining interactions, and resolving conflicts. Peer-focused approaches enlist the support of peers through direct teaching of strategies to engage and maintain conversations with students with ASD (i.e., peer-mediated interventions) or through environmental arrangement strategies to promote interactions between students with and without ASD (i.e., peer networks). Conversation interventions that incorporate strategies from all three sets of approaches are most likely to promote optimal outcomes. These outcomes include opportunities for students with ASD to develop and refine conversation skills with classmates who are more open to interactions with peers of differing abilities.

Effect of physical therapy on 7- to 10-year-old children with autism spectrum disorder: A retrospective study in a university day hospital

2021 ◽  
Vol 85 (4) ◽  
pp. 385-404
Author(s):  
Jokthan Guivarch ◽  
Elisabeth Jouve ◽  
Elodie Avenel ◽  
François Poinso ◽  
Laura Conforti-Roussel
Keyword(s):  
Autism Spectrum Disorder ◽  
Retrospective Study ◽  
Motor Impairment ◽  
Autism Spectrum ◽  
The Body ◽  
Spectrum Disorder ◽  
Control Group ◽  
Autistic Children ◽  
Dance Movement ◽  
Cascading Effect

More than half of children who have autism spectrum disorder (ASD) suffer from motor impairment. In a retrospective study, the authors investigated the effect of a body-mediated workshop with dance movement therapy (DMT) on the motor skills and social skills of children with ASD by comparing 10 autistic children aged 7 to 10 years who benefited from DMT with 10 autistic children in a control group. Scores on the Movement Assessment Battery for Children and the Vineland Adaptive Behavior Scale were compared. The body-mediated workshop had significant benefits for motricity, especially manual dexterity, and for relational skills. A body-mediated workshop may have a multimodal effect and requires transmodal training. Regarding the mechanisms that explain the benefits and the cascading effect, the roles of imitation and multimodal connections are important.

Sign in / Sign up

Export Citation Format

Share Document