Language and communication in autistic disorders

Communication problems form one of the key diagnostic criteria for autism, but there is a wide variety of manifestations. The theory that autistic individuals are unable to represent mental states can shed light on both the nature and range of communication impairments. This theory predicts that the specific communication deficit lies in the use of language to affect other minds. Language is not special in this respect, and is important only in so far as it may be used to give evidence of a speaker’s thoughts and intentions. Thus, in autism, language level would be expected to relate strongly to performance on standard tests of theory of mind. Normal language acquisition appears to build upon the ability to recognize and orient towards ostensive behaviour. For this reason, it may not be necessary to postulate additional language impairments in order to explain the almost universal prevalence of language delay in children with autism. Autism, then, provides a model for studying the important distinction between language and communication, and demonstrates the vital part which mind-reading plays in normal human verbal and non-verbal interaction.

Download Full-text

Hambatan Komunikasi pada Penyandang Autisme Remaja: Sebuah Studi Kasus

INKLUSI ◽

10.14421/ijds.020103 ◽

2015 ◽

Vol 2 (1) ◽

pp. 41

Author(s):

Ni Wayan Primanovenda Wijayaptri

Keyword(s):

Communication Skills ◽

Children With Autism ◽

Significant Others ◽

Autism Spectrum ◽

Communication Problems ◽

Language Interventions ◽

Language Problems ◽

Language And Communication ◽

Age Cohort ◽

History Of

For children with autism spectrum disorderwho typically experience communication problems, communication skillsare often considered a significant indicator for their development. Information concerning language and communication skills, and a history of the language interventions that a child has received is important information for planning further interventions as the child enters his/ her teenage years. Unfortunately, research on communication and language problems for teenagers with autism receive little attention. This study intends to fill that gap. Based on interviews with two teenagers with autism in Yogyakarta this research seeks to understand theproblems and challenges faced by teenagers with autism. The research also examines the efforts of parents and/or teachers in developing language and communication skills.Data collection was conducted from September-December 2014. The primary participants of this research were a 19 year old girl and 16 year old boy with autism; both were attending a specialautism school in Yogyakarta, Indonesia. The research also involve the participants’ significant others, namely the parents and the teachers. The resultsshowed that: 1) the communication skills of the two participants is far below that of their age cohort and; 2) interventions received by the participants significantly improved their communication and language skills, yet did not totally diminish their communications problems.[Kemampuan berkomunikasi merupakan salah satu aspek yang perlu diperhatikan dalam perkembangan penyandang autisme remaja. Informasi mengenai perkembangan kemampuan bahasa dan komunikasi pada penyandang autisme, serta riwayat intervensi komunikasi yang pernah diterima merupakan informasi yang penting sebelum menentukan dan melaksanakan intervensi lanjutan bagi para remaja autis. Penelitian mengenai hambatan komunikasi dan metode pembelajaran komunikasi pada penyandang autisme remaja belum banyak dilakukan. Studi ini bertujuan untuk memberikan gambaran kasus hambatan komunikasi pada penyandang autisme remaja. Selain itu, penelitian ini juga akan melihat usaha-usaha yang telah dilakukan oleh orangtua maupun sekolah dalam meningkatkan kemampuan komunikasi pada remaja autis. Desain yang digunakan dalam penelitian ini adalah studi kasus.Metode pengumpulan data dilakukan melalui observasi, wawancara, dan analisa dokumen. Proses pengambilan data dilakukan pada bulan September-Desember 2014. Subjek penelitian terdiri dari dua orang penyandang autisme remaja. Subjek pertama berusia 19 tahun dan berjenis kelamin perempuan. Subjek kedua berusia 16 tahun dan berjenis kelamin laki-laki. Keduanya merupakan siswa dari sebuah sekolah lanjutan autis di Yogyakarta. Selain kedua orang subjek, peneliti juga melibatkan significant others, yaitu orang tua dan guru.Hasil penelitian menunjukkan bahwa (1) Kemampuan komunikasi penyandang autisme remaja yang menjadi subjek penelitian berada jauh di bawah usia kronologisnya, dan (2) Intervensi yang diberikan kepada subjek sejak masa kanak-kanak hingga remaja berperan dalam mengembangkan kemampuan komunikasi subjek, namun belum dapat menuntaskan hambatan komunikasi yang dialami subjek. Hasil penelitian didiskusikan lebih lanjut.]

Download Full-text

Considering Others’ Mental States Causally Increases Feelings of Social Bonding and Information Sharing

10.31234/osf.io/nw43x ◽

2019 ◽

Cited By ~ 1

Author(s):

Elisa Baek ◽

Diana Tamir ◽

Emily B. Falk

Keyword(s):

Social Behavior ◽

Information Sharing ◽

Mental States ◽

Social Bonding ◽

Health News ◽

Brain Behavior ◽

The Relationship ◽

Share Information ◽

Shed Light ◽

Mentalizing System

Information sharing is a ubiquitous social behavior. What causes people to share? Mentalizing, or considering the mental states of other people, has been theorized to play a central role in information sharing, with higher activity in the brain’s mentalizing system associated with increased likelihood to share information. In line with this theory, we present novel evidence that mentalizing causally increases information sharing. In three pre-registered studies (n = 400, 840, and 3500 participants), participants who were instructed to consider the mental states of potential information receivers indicated higher likelihood to share health news compared to a control condition where they were asked to reflect on the content of the article. Certain kinds of mentalizing were particularly effective; in particular, considering receivers’ emotional and positive mental states, led to the greatest increase in likelihood to share. The relationship between mentalizing and sharing was mediated by feelings of closeness with potential receivers. Mentalizing increased feelings of connectedness to potential receivers, and in turn, increased likelihood of information sharing. Considering receivers’ emotional, positive, and inward-focused mental states was most effective at driving participants to feel closer with potential receivers and increase sharing. Data provide evidence for a causal relationship between mentalizing and information sharing and provide insight about the mechanism linking mentalizing and sharing. Taken together, these results advance theories of information sharing and shed light on previously observed brain-behavior relationships.

Download Full-text

Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time?

Autism ◽

10.1177/13623613211033108 ◽

2021 ◽

pp. 136236132110331

Author(s):

Weiwen Zeng ◽

Sandy Magaña ◽

Kristina Lopez ◽

Yue Xu ◽

J Marisol Marroquín

Keyword(s):

Autism Spectrum Disorder ◽

Parent Education ◽

Education Program ◽

Child Outcomes ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Evidence Based ◽

Communication Impairments ◽

Parent Education Program

This study examined maintenance of treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder using a behavior maintenance framework. In a two-site randomized waitlist-control study, we compared differences in parent and child outcomes across three timepoints using linear mixed models to determine whether outcomes observed at 4 months after baseline (Time 2) were maintained for an additional 4-month period (Time 3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention = 54, control = 55) of children with autism spectrum disorder. Results showed that at Time 3, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. Site-specific treatment differences were found in outcomes such as parent-reported empowerment and child social communication impairments. Findings suggest that the intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation. Lay abstract Background: We conducted a follow-up investigation of a two-site randomized controlled trial in the United States. We examined whether the treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder were maintained over time. Methods: Using linear mixed models, we compared differences in parent and child outcomes across three timepoints: baseline, 4 months after baseline (Time 2), and 8 months after baseline (T3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention = 54, control = 55) of children with autism spectrum disorder. Results: After intervention at both Time 2 and Time 3 in both sites, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. We also found that there were treatment differences across the two study sites in several outcomes. Implications: The intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation.

Download Full-text

RELATIONSHIP AMONG SENSORY ISSUES AND REPETITIVE BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

Asian Journal of Allied Health Sciences (AJAHS) ◽

10.52229/ajahs.v5i2.630 ◽

2020 ◽

pp. 59-64

Author(s):

OJS Admin

Keyword(s):

Autism Spectrum Disorder ◽

Social Communication ◽

Children With Autism ◽

Autism Spectrum ◽

Repetitive Behaviors ◽

Spectrum Disorder ◽

Sensory Stimuli ◽

Key Features ◽

Communication Impairments ◽

Autism Disorder

Sensory issues and Repetitive Behaviors are the key features of Autism Disorder Syndrome (ASD). This is a neurodevelopmental condition marked by social communication impairments and the occurrence ofrestricted and repeated behavioral habits and desires, including irregular responses to sensory stimuli.

Download Full-text

Language and communication problems, and their relation to non-language difficulties' In Conversation with Dr. Hannah Hobson

10.13056/acamh.16841 ◽

2021 ◽

Keyword(s):

Mental Health ◽

Health Research ◽

Language Disorders ◽

Mental Health Research ◽

Communication Problems ◽

Language Difficulties ◽

Language And Communication

In this podcast we talk to Dr. Hannah Hobson, Lecturer in Psychology and Researcher at York University, and heads up the Emerald Lab (Emotional and Mental Health Research in Autism and Language Disorders).

Download Full-text

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

Clinical Psychology and Special Education ◽

10.17759/cpse.2021100407 ◽

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.

Download Full-text

Some of the early help features for children with autism spectrum disorders

Autism and Developmental Disorders ◽

10.17759/autdd.2017150202 ◽

2017 ◽

Vol 15 (2) ◽

pp. 19-31

Author(s):

S.A. Morozov ◽

S.S. Morozova ◽

T.I. Morozova

Keyword(s):

At Risk ◽

Autism Spectrum Disorders ◽

High Risk ◽

Risk Group ◽

Children With Autism ◽

Autism Spectrum ◽

Children At Risk ◽

Early Care ◽

Spectrum Disorders ◽

Autistic Disorders

Early help for children with autism spectrum disorders is the most effective way of intervention for disorders. In the process of identifying children at risk of autistic disorders, correctional work should begin before the official diagnosis has been made. It should start in the process of diagnosis, which leads to the risk of noting false-positive cases. The empirical and theoretical grounds for the necessity for early care in autism spectrum disorders are examined. Features of early care for children at high risk of developing disorders are also de¬scribed. The stages of early diagnosis of autism spectrum disorders are identified and compared with the stages of early care for such children. The strategy of early care methodological support for children at risk is defined. Propositions for practical realizations of the Concept of developing early support in Russian Federation in the period until 2020 for the risk group concerning autism spectrum disorders.

Download Full-text

Experience in the use of transcranial micro polarization in children with autism spectrum disorders

L.O. Badalyan Neurological Journal ◽

10.46563/2686-8997-2021-2-1-22-28 ◽

2021 ◽

Vol 2 (1) ◽

pp. 22-28

Author(s):

Ludmila M. Kuzenkova ◽

Anna V. Lashkova ◽

Olga M. Konova ◽

Tatyana G. Petelguzova

Keyword(s):

Autism Spectrum Disorders ◽

Developmental Disorders ◽

Children With Autism ◽

Social Situation ◽

Treatment Method ◽

Autism Spectrum ◽

Clinical Diagnoses ◽

Spectrum Disorders ◽

Autistic Disorders ◽

Positive Effect

Introduction. Autism is a disorder characterized by social interaction disorders, social-emotional reciprocity, responses to other people’s emotions, social use of speech skills, lack of modulations of behavior under the social situation, and limited interest stereotypes. The comprehensive approach using medical and psychological correction with physical methods of influence provides the best result in treating and rehabilitating children with autism. The original study examined the effects of transcranial micro polarization (TCMP) on the dynamics of autistic disorders. TCMP is a modern treatment method consisting of a directed polarizing impact of a low-power DC on specific brain areas. Materials and methods. There were observed 25 children aged from 2 years five months to 6 years with varying degrees of severity of autism spectrum disorders (ASD). For the study, three groups were identified according to the corresponding clinical diagnoses: Childhood autism, Atypical autism, and Other general developmental disorders. The vast majority of children from the first two groups had an intellectual disability of varying severity. The TCMP method was used to assess the technique’s effectiveness, the CARS diagnostic scale and the ATEK test. Results. At the end of the course, with the use of TCMP in all the analyzed groups, there was a shift towards a milder degree of autistic disorders. The most significant positive effect was recorded in children with mild forms of autism in the group of other general developmental disorders due to the initially higher level of development in this group. Conclusion. The results obtained demonstrate the effectiveness of TCMP in ASD children. According to the results of the study, the positive effect of this method was revealed in the form of reducing the severity of autistic disorders.

Download Full-text