Relationship between Motor Skills and Language Abilities in Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Yen-Tzu Wu ◽  
Chih-Hsuan Tsao ◽  
Hsiao-Ching Huang ◽  
Tian-Ai Yang ◽  
Yao-Jen Li
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Abilities ◽  
Motor Functioning ◽  
Peabody Developmental Motor Scales ◽  
The Relationship

Abstract Objectives Few studies have examined the relationship between language abilities and specific motor skills in toddlers with autism spectrum disorder (ASD). The aim of this study was to compare the relationship of receptive language (RL) and expressive language (EL) abilities with motor functioning between toddlers with ASD aged 24–36 months and their typically developing (TD) peers. Furthermore, the study compared multidimensional motor functioning between toddlers with ASD with delayed RL and EL development and toddlers with ASD and typical RL and EL development. The predictive powers of the motor skills were examined for the group with delayed RL and EL development. Methods The language abilities of 38 toddlers with ASD and 38 age-matched TD toddlers were evaluated using the Receptive and Expressive Language Subscales of the Mullen Scale of Early Learning, and their motor skills were assessed using the Peabody Developmental Motor Scales, 2nd Edition. Results Significant correlations between language ability and motor functioning were observed in the ASD and TD groups. The ASD group with delayed RL and EL development had lower scores for multidimensional motor functioning than the ASD group with typical RL and EL development and the TD group. Moreover, the risks of delayed EL and RL development could be predicted by the lower motor scores among toddlers with ASD. Conclusions The positive correlation between language abilities and motor functioning among toddlers with ASD indicated potential connections between the early onsets of motor and speech–language impairments among these toddlers. Impact The results may have implications for the development of motor-based interventions targeting language development among young children with ASD.

scholarly journals Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder.

2021 ◽  
Vol 10 (4) ◽  
pp. 137-161
Author(s):  
D.S. Pereverzeva ◽  
U.A. Mamokhina ◽  
E.Yu. Davydova ◽  
A.A. Lopukhina ◽  
V.G. Arutiunian ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autistic Traits ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Verbal Intelligence ◽  
School Aged Children ◽  
Autistic Disorders ◽  
The Relationship

The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KORABLIK method (basic linguistic skills), the Kaufman Assessment Battery for Children (KABC-II) or the Wechsler Intelligence Scale for Children ― Third Edition (WISC-III) (non-verbal intelligence), the Autism Diagnosis Observation Schedule ― Second Edition (ADOS-II) (autistic traits). The results support the hypothesis of the relationship between receptive language skills, the index of non-verbal intelligence, and symptoms of autism. The severity of autistic traits is negatively associated with some phonological and lexical levels of the receptive speech, as well as with understanding of discourse. The non-verbal intelligence index is positively associated with speech comprehension at all levels. A specific feature of receptive language in children with Autism spectrum disorder aged 7–11 years is the uneven development, which is associated with the severity of autistic traits and is not associated with the intelligence level.

The relationship between the sensory processing and occupational motor skills of children with autism spectrum disorder

2021 ◽  
pp. 1-8
Author(s):  
Babak Kashefimehr ◽  
Meral Huri ◽  
Hulya Kayihan ◽  
Naser Havaei
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Sensory Processing ◽  
Motor Skill ◽  
Children With Autism ◽  
Prediction Equation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
The Relationship

Background/Aims Motor skills difficulties may affect participation and communication in children with autism. Sensory processing problems are well-known problems in children with autism, so sensory processing could be important to predicate motor skills. The aim of this study was to examine the relationship between sensory processing and occupational motor skills and the ability to predict motor skill performances using sensory abilities. Methods A total of 31 children with autism participated in the study. The Sensory Profile questionnaire and Short Child Occupational Profile tool were used to assess the sensory ability and occupational motor skills of the children (boys=90.3%; mean age=5.45 years ± 1.73 years). The backward method of correlation coefficient analysis, multiple linear regression analysis, and multiple regressions were used for statistical analysis. Results There was a significant relationship between occupational motor skills and sensory processing capabilities of children. The regression prediction equation was statistically significant in all sections of sensory processing except for oral processing (F (6.24)=4.46, P=0.004), with a value of R2=0.527 and R2Adj=0.409. Modelling motor skills based on sensory processing capabilities of children showed that the regression prediction equation was statistically significant (F (2.28) =11.87, P<0.001); with the value of R2=0.459 and R2Adj=0.420. In the final model, the factors of auditory processing and multi-sensory were found effective in children's motor skills (P<0.05). Conclusions Sensory processing is related to occupational motor skills and can help to predict occupational motor skill issues of children with autism spectrum disorder. This could be helpful to develop appropriate treatments to improve the functional motor skills of children with autism.

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.

Effects of Functional Discrimination Training on Initial Receptive Language in Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 44 (5) ◽  
pp. 670-697
Author(s):  
Sigmund Eldevik ◽  
Hege Aarlie ◽  
Kristine B. Titlestad ◽  
Ellie Kazemi ◽  
Greg Elsky
Keyword(s):  
Autism Spectrum Disorder ◽  
Expressive Language ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Rapid Acquisition ◽  
Functional Discrimination ◽  
History Of ◽  
Alternating Treatment Design ◽  
Treatment Design

The success of behavior-analytic procedures to teach language to individuals with autism spectrum disorder (ASD) has been well established in the literature. Nevertheless, some individuals may not learn any receptive or expressive language following extensive teaching efforts. We examined the effects of two reinforcement contingencies, functional and arbitrary, on increasing the level of auditory–visual conditional discriminations in children with ASD with a history of having difficulty learning discriminations. We evaluated the effects of the reinforcement contingencies by comparing the number of trials needed to establish discriminations in an adapted alternating treatment design. We found that five out of eight participants showed more rapid acquisition and demonstrated discrimination between more items in the functional reinforcement condition. The remaining three participants did not exhibit any discrimination in either condition within the allotted 500 trials/20 days. These findings suggest that using functional reinforcement procedures may be a helpful alternative for individuals who do not learn discriminations through traditional procedures.

Characterization of Autism Spectrum Disorder (ASD) subtypes based on the relationship between motor skills and social communication abilities

2021 ◽  
Vol 77 ◽  
pp. 102802
Author(s):  
Francesco Craig ◽  
Alessandro Crippa ◽  
Marta Ruggiero ◽  
Veronica Rizzato ◽  
Luigi Russo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
The Relationship

scholarly journals The role of early social motivation in explaining variability in functional language in toddlers with autism spectrum disorder

Autism ◽  
2020 ◽  
pp. 136236132095326 ◽  
Author(s):  
Pumpki L Su ◽  
Sally J Rogers ◽  
Annette Estes ◽  
Paul Yoder
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Expressive Language ◽  
Children With Autism ◽  
Social Motivation ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Language ◽  
Intentional Communication

This study examined an insufficiently studied predictor of functional language, social motivation, in a group of 87 young children with autism spectrum disorder. Participants (age 14–31 months at the start of the study) were assessed at four times over 24 months. We tested total and indirect associations between early social motivation and later expressive language to understand the behavioral mechanisms by which social motivation might affect functional language development. Results from this study show that early social motivation predicts functional language 2 years later in young children with autism spectrum disorder. In addition, this positive longitudinal association is serially mediated by intentional communication and then receptive language. These findings are consistent with the elicited bootstrapping hypothesis which proposes that children with relatively stronger social motivation produce more intentional communication. This, in turn, elicits others’ linguistic input which impels receptive language development. This process eventually results in relatively increased expressive language development. Lay abstract About one-third of children with autism spectrum disorder never develop the language that they need in different day-to-day situations. Identifying potential factors that can predict later language development is crucial to understanding why some children with autism spectrum disorder successfully develop language while others do not. This study sought to investigate one of the understudied predictors of language development, social motivation, and to test theories for why this association may occur. Testing the theories requires that we measure children’s ability to deliberately and directly communicate with others (i.e. intentional communication) and children’s language understanding between the measures of social motivation and later expressive language. We tested 87 children with autism spectrum disorder, aged 14–31 months, at four times over 24 months. We found that children with relatively stronger social motivation had relatively better language use 2 years later. This positive link was partly due to a child’s ability to produce intentional communication and to understand language. Although we did not measure parents’ talking to their children, a theory that inspired this study suggests that children who use frequent intentional communication probably motivate others to talk with them frequently, which facilitates children’s language understanding which leads to the development of expressive language. This theory, if confirmed to be true, can provide guidance for parents who want to help their children learn to talk. Parents could look for intentional communication from their children and respond by talking to their children. Effective intervention on both parent and child targets will likely enhance treatment efficacy. Future work is needed to test these ideas.

scholarly journals Efficacy of Interventions Based on Applied Behavior Analysis for Autism Spectrum Disorder: A Meta-Analysis

2020 ◽  
Vol 17 (5) ◽  
pp. 432-443 ◽  
Author(s):  
Qian Yu ◽  
Enyao Li ◽  
Liguo Li ◽  
Weiyi Liang
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Analysis ◽  
Communication Systems ◽  
Expressive Language ◽  
Meta Analysis ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensitivity Analyses ◽  
Children With Asd

Objective To systematically evaluate evidence for the use of interventions based on appied behavior analysis (ABA) to manage various symptoms of children with autism spectrum disorder (ASD).Methods Sensitivity analyses were conducted by removing any outlying studies and subgroup analyses were performed to compare the effectiveness of ABA and early start denver model (ESDM), picture exchange communication systems (PECS) and discrete trial training (DTT).Results 14 randomized control trials of 555 participants were included in this meta-analysis. The overall standardized mean difference was d=-0.36 (95% CI -1.31, 0.58; Z=0.75, p=0.45) for autism general symptoms, d=0.11 (95% CI -0.31, 0.54; Z=0.52, p=0.60) for socialization, d=0.30 (95% CI -0.02, 0.61; Z=1.84, p=0.07) for communication and d=-3.52 (95% CI -6.31, -0.72; Z=2.47, p=0.01) for expressive language, d=-0.04 (95% CI -0.44, 0.36; Z=0.20, p=0.84) for receptive language. Those results suggested outcomes of socialization, communication and expressive language may be promising targets for ABA-based interventions involving children with ASD. However, significant effects for the outcomes of autism general symptoms, receptive language, adaptive behavior, daily living skills, IQ, verbal IQ, nenverbal IQ, restricted and repetitive behavior, motor and cognition were not observed.Conclusion The small number of studies included in the present study limited the ability to make inferences when comparing ABA, ESDM, PECS and DTT interventions for children with ASD.

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