scholarly journals Considerações sobre o Desenvolvimento da Linguagem em Criança Autista / Considerations on Language Development in Autistic Child

2021 ◽  
Vol 15 (57) ◽  
pp. 347-357
Author(s):  
Aurenia Pereira de França ◽  
Mitécia Raquel Rodrigues Castelo Branco Sampaio
Keyword(s):  
Language Development ◽  
Autistic Child

Resumo: O autismo é um distúrbio de socialização de início precoce, cujas características aparecem desde os primeiros anos de vida da criança, afetando as áreas de interação social, de comunicação e comportamental. Assim, sabendo-se que a comunicação de crianças autistas possui peculiaridades e não segue o mesmo padrão observado em crianças normais, o presente estudo tem por objetivo discorrer acerca do desenvolvimento da linguagem em crianças autistas. Para tanto, a metodologia escolhida foi a revisão de literatura realizada em livros e artigos disponíveis em meio físico e eletrônico, cujos resultados são apresentados em forma de tópicos, onde inicialmente são traçadas algumas considerações gerais sobre o autismo e a linguagem, para ao seu final tratar da questão aquisição da linguagem pela criança autista.

Bedtime Soliloquies and Linguistic Competence in Autism

1977 ◽  
Vol 42 (3) ◽  
pp. 376-393 ◽  
Author(s):  
Christiane A M. Baltaxe ◽  
James Q. Simmons
Keyword(s):  
Discourse Analysis ◽  
Language Development ◽  
Autistic Child ◽  
Diagnostic Tool ◽  
Normal Child ◽  
Linguistic Competence ◽  
Language Training ◽  
Connected Discourse ◽  
Linguistic Strategies ◽  
Autistic Subject

This study investigates the linguistic competence of an autistic child by means of her bedtime soliloquies. It suggests the usefulness of such monologues as a diagnostic tool and addresses the question of the interrelationship between echolalia and language development. Three bedtime soliloquies of an eight-year-old echolalic autistic child are analyzed along the dimensions of echolalia versus prepositional speech, types of ungrammatically produced, and analysis of connected discourse. The results are compared with those of a normal child reported earlier in the literature. The present analysis demonstrates the difficulties in the judgment of prepositional versus echolalic speech. The types of ungrammaticality were found to be useful indicators of apparent differences between the acquisition process in the normal and the autistic child. They revealed that the autistic child may use specific linguistic strategies only minimally utilized by the normal child. The discourse analysis points up additional differences as well as similarities in the way the autistic subject organizes her utterances in connected discourse. It also shows that the autistic child has specific but limited linguistic competence. It is hypothesized that the autistic subject acquires more functional, useful language by a process of gradually breaking down echolalic patterns. In terms of therapy, these findings would support the use of echolalia as a basis for language training.

On the Echolalia of the Blind and of the Autistic Child

1973 ◽  
Vol 38 (4) ◽  
pp. 478-489 ◽  
Author(s):  
Warren H. Fay
Keyword(s):  
Language Development ◽  
Autistic Child ◽  
Direct Effects ◽  
Verbal Comprehension ◽  
Communication Development ◽  
Parental Reactions ◽  
The Common ◽  
Self Differentiation ◽  
Human Desire ◽  
Echoic Behavior

Of the multiple manifestations of childhood echolalia, two are remarkably similar and unique from other types: echolalia of the autistic child and of a subpopulation of the infant blind. From case studies of the echoic blind a rationale is developed to account for these similarities and for the common bases of the behavior in both conditions. Among the variables examined are the human desire for communication, development of an audiovocal skill, arrested language development, profound difficulties in verbal comprehension and self-differentiation, consequences of sensory restriction from birth, and parental reactions to these handicaps. It is concluded that the direct effects of sensory restriction in the blind (and perhaps perceptual restriction in the autistic) tend to delay or preclude acquisition of the meaning and structure systems of language. Nevertheless, the quasisocial echoic behavior persists, reflecting the human drive to participate in communication by speech.

Caregiver linguistic alignment to autistic and typically developing children

2021 ◽  
Author(s):  
Riccardo Fusaroli ◽  
Ethan Weed ◽  
deborah fein ◽  
Letitia Naigles
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Autistic Child ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Linguistic Differences ◽  
Linguistic Input ◽  
Linguistic Alignment ◽  
Semantic Types ◽  
Interactive Activity

Background: Language development is a highly interactive activity. However, most research on linguistic environment has focused on quantity and complexity of linguistic input to children, with current models showing that complexity facilitates language in both TD children and autistic children.Aims: We investigate the presence and sensitivity of caregivers’ active reuse of their children’s language (linguistic alignment), and how well it predicts language development beyond other measures of linguistic input, taking also into account the child’s cognitive, social and linguistic abilities.Methods: We measure lexical, syntactic and semantic types of caregiver alignment in a longitudinal corpus involving 32 adult-autistic child and 35 adult-TD child dyads, with children between 2 and 5 years of age. We assess the extent to which caregivers repeat their children’s word, syntax and semantics, and whether this predicts language development beyond more standard predictors. Results: Caregivers tend to re-use their child’s language in a way that is related to the child’s individual, primarily linguistic differences. Caregivers’ alignment provides unique information improving our ability to predict future language development in both typical and autistic children. Conclusions: We provide evidence that language acquisition also relies on interactive conversational processes, previously understudied. We share open-source scripts to systematically extend our approach to new contexts and languages.

scholarly journals The Effect of Parenting on The Language Development of Autistic Children

2020 ◽  
Vol 3 ◽  
pp. 509-515
Author(s):  
Atik Badi’ah ◽  
Ni Ketut Mendri ◽  
Heru Santoso Wahito Nugroho ◽  
Wawuri Handayani
Keyword(s):  
Language Development ◽  
Family Environment ◽  
Autistic Child ◽  
Children With Autism ◽  
Control Group ◽  
P Value ◽  
Autistic Children ◽  
Control Group Design ◽  
Post Test ◽  
Experimental Group

Autistic children have abilities and characteristics that are different from each other, so different ways of interacting with themselves and the environment and making autistic children as unique individuals (Ginanjar, 2007). The development of autistic children both physically, emotionally, intellectually, and psychosocially has a problem that results in the inhibition of children reaching a level of language development that is appropriate to their age. Parenting in children with autism includes autistic child parents providing emotional, social, informational and practical support. Attention and love from parents and family will encourage autistic children to develop better. An autistic child will feel that he is loved and wanted if more and more people in the family environment who love and care for him. Based on the results of a preliminary study conducted by the author by interviewing 8 autistic schools in the provinces of DIY and Ponorogo, East Java, to 16 parents who have autistic children, the majority of parents (93%) think that by entering autistic children into an outside school ordinary (SLB) autism in accordance with its limitations means their efforts can be said to be enough. Not all parents realize that having children with special needs in accompanying language development can maximize language development. Knowing the effect of parenting on the language development of children with autism This type of quantitative research uses Quasi experiment with the design "Pre test Post test with Control Group Design". Observation was carried out twice. The first observation is to determine the development of an autistic child before being given parenting and the second observation after being given parenting. Sampling was done by purposive sampling with the criteria of parents and autistic children aged 6-12 years in the autistic schools of the provinces of Yogyakarta and Ponorogo, East Java. Examination data were analyzed analytically with the help of SPSS for Windows version 16.0 using paired t-test and Wilcoxon, with a significant level of p <0.05. The experimental group pre-test and post-test with a value of p (sig) 0,000 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the experimental group. In the control group pre-test and post-test with p value (sig) 0.002 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the control group. There is a parenting effect on the language development of autistic children in autistic schools with p (sig) <0.05 means that Ha is accepted and Ho is rejected.

A relationship between motor control and language development in an autistic child

1977 ◽  
Vol 7 (1) ◽  
pp. 57-67 ◽  
Author(s):  
Susan Bram ◽  
Mila Meier ◽  
Pamela J. Sutherland
Keyword(s):  
Motor Control ◽  
Language Development ◽  
Autistic Child

The Token and Reporter's Tests

1985 ◽  
Vol 16 (4) ◽  
pp. 244-255
Author(s):  
Penelope K. Hall ◽  
Linda S. Jordan
Keyword(s):  
Language Development ◽  
Language Disorders ◽  
Language Assessment ◽  
Assessment Instruments ◽  
Token Test ◽  
Normal Language

The performance of 123 language-disordered children on the DeRenzi and Faglioni form of the Token Test and the DeRenzi and Ferrari Reporter's Test were analyzed using two scoring conventions, and then compared with the performances of children with presumed normal language development. Correlations with other commonly used language assessment instruments are cited. Use of the Token and Reporter's Tests with children exhibiting language disorders is suggested.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

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