Language of Intervention in Bilingual Children With Autism Spectrum Disorders

2017 ◽  
Vol 2 (1) ◽  
pp. 203-211 ◽  
Author(s):  
Connie Summers ◽  
Vannesa Smith ◽  
Vannesa Mueller ◽  
Victoria Alexander ◽  
Amelie Muzza
Keyword(s):  
Autism Spectrum Disorders ◽  
Language Impairment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Bilingual Children ◽  
Single Subject ◽  
Negative Effects ◽  
Children With Asd ◽  
Treatment Conditions ◽  
Spectrum Disorders

Selecting the appropriate language of intervention for bilingual children with language impairment is difficult, especially for bilingual children with autism spectrum disorders (ASD) as their families are often encouraged by professionals to select one language only for communication. The limited evidence supports the use of bilingual language interventions when working with bilingual children with ASD. The current study sought to expand this limited work by presenting preliminary data of the effects of a bilingual and monolingual treatment condition on the language skills of two bilingual children with ASD (ages 3 and 5) using an alternating treatment, single-subject design. The two treatment conditions, a monolingual English condition and a bilingual English/Spanish condition, were alternated across 14 treatment sessions. Both participants improved in each condition. The treatment conditions were highly effective for one participant and minimally effective for the other participant. Within each participant, effect sizes were similar across the two treatment conditions. There were differences in the maintenance patterns of the two participants. These results support the available evidence that bilingual treatments do not have negative effects on bilingual children with ASD.

Verbal fluency in bilingual children with Autism Spectrum Disorders

2016 ◽  
Vol 7 (3-4) ◽  
pp. 460-475 ◽  
Author(s):  
Ana Maria Gonzalez-Barrero ◽  
Aparna Nadig
Keyword(s):  
Autism Spectrum Disorders ◽  
Verbal Fluency ◽  
Negative Impact ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Bilingual Children ◽  
Typically Developing ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
The Impact

Abstract We examine the impact of bilingualism on verbal fluency in four groups of school-age (5 to 10 years-old) children: 13 Typically-developing (TYP) monolingual children, 13 TYP bilingual children, 13 monolingual children with Autism Spectrum Disorders (ASD) and 13 bilingual children with ASD. Participants were matched on chronological age and nonverbal IQ. Verbal fluency was examined via the word association subtest of the Clinical Evaluation of Language Fundamentals (CELF-4; Semel et al., 2003). The bilingual ASD group performed unexpectedly well on the verbal fluency task, not differing from the typically-developing groups, but outperforming the monolingual ASD group with respect to number of correct words produced. These findings are in line with previous research on bilingual children with ASD (e.g., Hambly & Fombonne, 2012) and taken together suggest that bilingualism does not have a negative impact on the lexical-semantic skills of children with ASD.

The Perception of the Relationship Between Affective Prosody and the Emotional Content in Utterances in Children With Autism Spectrum Disorders

2013 ◽  
Vol 20 (1) ◽  
pp. 20-32 ◽  
Author(s):  
Margaret M. Kjelgaard ◽  
Helen Tager-Flusberg
Keyword(s):  
Autism Spectrum Disorders ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Emotional Prosody ◽  
Implicit Processing ◽  
Emotional Information ◽  
Children With Asd ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASD) were compared to children with specific language impairment (SLI) and typically developing (TD) children and adults in their ability to perceive and judge the emotional information conveyed by happy, neutral, and sad prosody. Authors found that high-functioning verbal children with ASD have an implicit sensitivity to emotional prosody, but are unable to explicitly judge the emotion of the same prosody. Children with SLI showed they were better able to judge the emotional prosody, similar to TD children, although not as well as adults. The findings indicate that, unique to the children with ASD, there is a disconnect between the implicit processing of emotional prosody and the explicit labeling of the emotion in prosody. This is promising for interventions aimed at facilitating the abilities of ASD children in their everyday understanding of emotional prosody in conversation.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

Handedness in Children with Autism Spectrum Disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S214-S214 ◽  
Author(s):  
L. Kobylinska ◽  
C.G. Anghel ◽  
I. Mihailescu ◽  
F. Rad ◽  
I. Dobrescu
Keyword(s):  
Autism Spectrum Disorders ◽  
Training Programs ◽  
Hand Preference ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Left Handedness ◽  
Children With Asd ◽  
Hand Laterality ◽  
Spectrum Disorders ◽  
Competing Interest

Children with autism spectrum disorders (ASD) have a less definitive hand preference for certain actions as opposed to neurotypical children. Moreover, left-handedness in children with ASD has been associated with more echolalia. The objective was to conduct a screening of potential risk and associated features for autism spectrum disorders, among which the hand preference of the child. The current aim is to compare the perceived handedness of children with autism spectrum disorders with that of children with other psychiatric pathologies.MethodsEight hundred and forty-two parents completed our risk and associated features screening questionnaire. Out of these, 494 answered the question regarding handedness (209 had children diagnosed with ASD). This asked the parents to state how they perceived their child's handedness. An ADOS assessment has been conducted for 170 of the children whose parents were included in the study, based on clinical relevance for the case. The data were analysed using Excel and SPSS 22.0. For the comparisons, Chi2 and the Kruskal–Wallis test were used.ResultsChildren with ASD had more left-handedness (χ2(2) = 12.54, P = 0.002). There were no differences between boys and girls in terms of perceived handedness in any of the groups. There were no differences in the ADOS scores according to the perceived hand laterality (χ2(2) = 0.58, P = 0.74).ConclusionRightward-asymmetry in regions of corpus callosum has been reported to correlate with symptoms severity in ASD. The finding of different perceived handedness in children with ASD versus children with other psychiatric pathologies is useful for designing appropriate, individualized training programs for motor therapy.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders

2021 ◽  
pp. 108835762110282
Author(s):  
Sarah N. Douglas ◽  
Yan Shi ◽  
Saptarshi Das ◽  
Subir Biswas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sensor System ◽  
Sensor Data ◽  
Sensor Technology ◽  
Future Research ◽  
Social Proximity ◽  
Children With Asd ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skill development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions.

scholarly journals Parent-reported feeding and swallowing difficulties of children with Autism Spectrum Disorders (aged 3 to 5 years) compared to typically developing peers: a South African study

2020 ◽  
Vol 20 (1) ◽  
pp. 524-532
Author(s):  
Mari Viviers ◽  
Marguerite Jongh ◽  
Lindsay Dickonson ◽  
Roxanne Malan ◽  
Tamaryn Pike
Keyword(s):  
South Africa ◽  
Autism Spectrum Disorders ◽  
Young Children ◽  
South African ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Swallowing Difficulties ◽  
Spectrum Disorders

Background: Research on aspects of neurodevelopment such as feeding and swallowing difficulties in children with Autism Spectrum Disorders (ASD) is limited in low and middle income countries such as South Africa. Method: A descriptive comparative group design was used to investigate feeding and swallowing difficulties of young children with ASD in comparison to typically developing peers. The Brief Autism Mealtime Behavioural Inventory (BAMBI) was used. Results: Findings indicated a significant difference in the severity of feeding and swallowing difficulties between the two groups. Difficulties such as food selectivity, sensory processing difficulties, oral-motor difficulties and symptoms of dysphagia were iden- tified. The findings added to the existing global literature on feeding and swallowing difficulties in young children with ASD but provide a unique first perspective on these difficulties in South African children with ASD. Conclusion: Findings also highlighted the use of the BAMBI as an adjunct clinical tool to encourage comprehensive parental report during feeding assessment in this population. Cultural adaptation of the BAMBI for future use in African countries should be considered. A better local understanding of the parental perspective on the multidimensional nature of the feeding and swallowing difficulties displayed by young children with ASD was obtained. Keywords: Parent-reported feeding; swallowing difficulties; Autism Spectrum Disorders; South Africa. 

scholarly journals The Technique of Teaching Children with ASD How to Work with Salted Dough

2018 ◽  
Vol 16 (3) ◽  
pp. 17-22
Author(s):  
T.V. Korotkaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Resource Center ◽  
Children With Asd ◽  
The World ◽  
Spectrum Disorders

Development of fine motor skills is an important part of corrective work with children with autism spectrum disorders. The salted dough is well suited for this purpose: the dough can be rolled, kneaded, rolled out with a rolling pin, wiped through a strainer and grated, which causes a lot of interest in children and motivates them to the lessons. The stages and techniques of teaching children at classes within the creative workshop “We Shape the World with Our Own” in the Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders are described. Recommendations are given on the use of techniques for working with salt dough.

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