scholarly journals Russian Child Language Assessment Battery (RuCLAB) and its Application in Primary School Children with ASD

2021 ◽  
Vol 19 (4) ◽  
pp. 24-31
Author(s):  
M.A. Gomozova ◽  
V.G. Arutiunian ◽  
A.A. Lopukhina ◽  
O.V. Dragoy
Keyword(s):  
Language Impairment ◽  
Child Language ◽  
Language Assessment ◽  
Autism Spectrum ◽  
Russian Language ◽  
Assessment Tools ◽  
Primary School Children ◽  
Assessment Battery ◽  
Children With Asd ◽  
Language Assessment Battery

In speech-language pathology practice, standardized language assessment tools are used to evaluate the level of language development and to specify the details of language impairment. For Russian language, a novel Russian Child Language Assessment Battery (RuCLAB) was developed. The RuCLAB provides the assessment of phonology, vocabulary, morphosyntax, and discourse in production and comprehension. Present study aims to describe RuCLAB in detail and to report its application in 7—11 years-old children with Autism Spectrum Disorder (ASD). The results revealed between-group differences in children with and without ASD as well as highlighted some individual features in the group of children with ASD: for example, expressive and receptive patterns differed depending on the linguistic level and non-verbal IQ; also children with ASD (as children with complex language disorders) better acquired nouns in comparison to verbs, and the words’ frequency influenced the accuracy in sentence repetition. The results indicate sensitivity and diagnostic importance of RuCLAB as a tool for language assessment in children with ASD.

Wechsler Intelligence Scale for Children, Fifth Edition Profiles of Children With Autism Spectrum Disorder Using a Classification and Regression Trees Analysis

2021 ◽  
pp. 073428292110259
Author(s):  
Brittany A. Dale ◽  
W. Holmes Finch ◽  
Kassie A. R. Shellabarger ◽  
Andrew Davis
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intelligence Scale ◽  
Cart Analysis ◽  
Children With Asd ◽  
Classification And Regression ◽  
Pattern Of Performance

The Wechsler Intelligence Scales for Children (WISC) are the most widely used instrument in assessing cognitive ability, especially with children with autism spectrum disorder (ASD). Previous literature on the WISC has demonstrated a divergent pattern of performance on the WISC for children ASD compared to their typically developing peers; however, there is a lack of research concerning the most recent iteration, the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Due to the distinctive changes made to the WISC-V, we sought to identify the pattern of performance of children with ASD on the WISC-V using a classification and regression (CART) analysis. The current study used the standardization sample data of the WISC-V obtained from NCS Pearson, Inc. Sixty-two children diagnosed with ASD, along with their demographically matched controls, comprised the sample. Results revealed the Comprehension and Letter-Number Sequencing subtests were the most important factors in predicting group membership for children with ASD with an accompanying language impairment. Children with ASD without an accompanying language impairment, however, were difficult to distinguish from matched controls through the CART analysis. Results suggest school psychologists and other clinicians should administer all primary and supplemental subtests of the WISC-V as part of a comprehensive assessment of ASD.

scholarly journals Leisure and Quality of Life among Parents of Children with Autism Spectrum Disorder – A Review Based Analysis

2021 ◽  
pp. 176-188
Author(s):  
Menezes Ida Sylvia ◽  
Laveena D’Mello
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Assessment Tools ◽  
Children With Asd ◽  
Quality Life

Purpose: Owing to the time-consuming job of caring for their child's family and friends, parents of children with autism spectrum disorder risk losing family relationships. The main aim was to identify and intervene in the quality of life of parents, the interventions offered to parents as primary caregivers of children with ASD. To explore parents' perspectives on beneficent for children with autism in connection with formative years, resources, and to confront the consequences of upraising a child with ASD. Design/Methodology/Approach: Systematic literature, resulting in the publication of 27 studies that focused on the living standards of parents of children with ASD. Systematic literature scrutiny was performed using the search words "autism spectrum disorder," ‘primary caregiver/ parents/ mother” and "Quality of life" in the electronic databases Research gate, Academia, Google Scholar, and PsycInfo. Findings/Result: QOL autism-specific assessment tools were limited and hence, most studies have employed a general measure tool to assess the influence of the diagnosed disorder on the physical and psychological well-being of parents/caregivers. Originality/Value: The sequel of this study advocate that to date, the appraisal of quality life in parents of children with ASD into clinical practice has been rationalized by the shortage of autism-specific scales. As generically do not catch all pertinent aspects of living with ASD raising the need for immediate measures. Implementing parental interventions in parallel with the child’s interventions may raise QOL. Paper Type: Systematic literature review.

The Influence of Parent-Child Relationships on the Communication Development of Primary School Children with Autism Spectrum Disorder (ASD)

2018 ◽  
Vol 7 (4) ◽  
pp. 53-60
Author(s):  
Е. Черенева ◽  
E. Chereneva ◽  
Н. Елтышева ◽  
N. Eltysheva ◽  
О. Беляева ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Primary School ◽  
School Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Primary School Children ◽  
Children With Asd ◽  
Parent Child Relationships ◽  
Parent Child

The problem of providing psychological and pedagogical assistance to children with autism spectrum disorder (ASD) and their families has recently been extremely urgent. ASDs are a group of pervasive developmental disorders, the main manifestations of then are the lack of ability to social interaction, communication disorders and stereotyped behavior. With the recognized practical and theoretical significance of the study of the communicative sphere and the abundance of serious studies devoted to this topic, the problem of studying the communicative characteristics of children with autism, as is well known, still remains poorly understood. The article presents the results of scientific research in the field of developmental and clinical psychology: the mechanisms of formation of communication in children with autism spectrum disorders (ASD), a comprehensive study of the influence of parent-child relationships on the communication's development of primary school children with autism spectrum disorders. According to the results of studies of the influence of parent-child relations on the development of communication in primary school children with ASD, the diagnostic complex for the study of communication in primary school children with ASD and styles of parent-child relationships in families raising children of this category was offered. Practical psychologists can use the results of the study during work with children with ASD and their families. The purpose of the article is to present the results of the study of the influence of parent-child relationships on the communication's development of primary school children with autism spectrum disorder.

scholarly journals Cohesive Devices in Written Discourse: A Discourse Analysis of a Student’s Essay Writing

2016 ◽  
Vol 9 (7) ◽  
pp. 112 ◽  
Author(s):  
Afnan Bahaziq
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Language Assessment ◽  
Written Discourse ◽  
Assessment Battery ◽  
Essay Writing ◽  
Cohesive Devices ◽  
The World ◽  
Language Assessment Battery

<h1>Discourse is essential in communicating thoughts and ideas. People around the world communicate their ideas through stretches of language. In order to understand any discourse, it must achieve cohesion. The purpose of this paper is to define and describe the cohesive devices based on the work of Halliday and Hasan (1976). It also aims to emphasize the necessity of using these devices by analyzing a Michigan English Language Assessment Battery (MELAB) sample examination of a student’s essay writing. The student’s writing shows clear evidence of cohesion and demonstrates the use of grammatical and lexical devices. It is noticed that the most grammatical devices used are reference and conjunction. On the contrary, there is little evidence of using lexical devices. Although the essay is somewhat cohesive, some areas still need improvement.</h1>

scholarly journals Fathers' and Mothers' Verbal Responsiveness and the Language Skills of Young Children With Autism Spectrum Disorder

2015 ◽  
Vol 24 (3) ◽  
pp. 400-410 ◽  
Author(s):  
Michelle Flippin ◽  
Linda R. Watson
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Child Language ◽  
Language Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Child Cognition ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Verbal Responsiveness

Purpose In this observational study, we examined the interactions of 16 young children with autism spectrum disorder (ASD) and their parents to investigate (a) differences in verbal responsiveness used by fathers and mothers in interactions with their children with ASD and (b) concurrent associations between the language skills of children with ASD and the verbal responsiveness of both fathers and mothers. Method Parent verbal responsiveness was coded from video recordings of naturalistic parent–child play sessions using interval-based coding. Child language skills were measured by the Preschool Language Scale–Fourth Edition (Zimmerman, Steiner, & Pond, 2002). Results For both fathers and mothers, parent verbal responsiveness was positively associated with child language skills. Mothers' responsiveness was also significantly associated with child cognition. After controlling for child cognition, fathers' verbal responsiveness continued to be significantly related to child language skills. Conclusions Although other studies have documented associations between mothers' responsiveness and child language, this is the 1st study to document a significant concurrent association between child language skills of children with ASD and the verbal responsiveness of fathers. Findings of this study warrant the inclusion of fathers in future research on language development and intervention to better understand the potential contributions fathers may make to language growth for children with ASD over time as well as to determine whether coaching fathers to use responsive verbal strategies can improve language outcomes for children with ASD.

scholarly journals Dysfunction of the Auditory Brainstem as a Neurophysiology Subtype of Autism Spectrum Disorder

2021 ◽  
Vol 15 ◽  
Author(s):  
Jierong Chen ◽  
Zhen Wei ◽  
Chun Liang ◽  
Binguang Liu ◽  
Jimin Guo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Surface Area ◽  
Language Impairment ◽  
Superior Temporal Gyrus ◽  
Auditory Brainstem ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Brainstem Response

Autism spectrum disorder (ASD) is very heterogeneous, particularly in language. Studies have suggested that language impairment is linked to auditory-brainstem dysfunction in ASD. However, not all ASD children have these deficits, which suggests potential subtypes of ASD. We classified ASD children into two subtypes according to their speech-evoked auditory brainstem response (speech-ABR) and explored the neural substrates for possible subtypes. Twenty-nine children with ASD and 25 typically developing (TD) peers were enrolled to undergo speech-ABR testing and structural magnetic resonance imaging (sMRI). There were significant differences between the ASD group and TD group in surface area, cortical volume and cortical thickness. According to speech-ABR results, ASD participants were divided into the ASD-typical (ASD-T) group and ASD-atypical (ASD-A) group. Compared with the ASD-T group, the ASD-A group had a lower score in language of the Gesell Developmental Diagnosis Scale (GDDS), increased left rostral middle frontal gyrus (lRMFG) area and decreased local gyrification index of the right superior temporal gyrus. GDDS-language and surface area of lRMFG were correlated to the wave-A amplitude in ASD. Surface area of lRMFG had an indirect effect on language performance via alteration of the wave-V amplitude. Thus, cortical deficits may impair language ability in children with ASD by causing subcortical dysfunction at preschool age. These evidences support dysfunction of the auditory brainstem as a potential subtype of ASD. Besides, this subtype-based method may be useful for various clinical applications.

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.

scholarly journals Relationship between the Brazilian version of the Montreal-Toulouse language assessment battery and education, age and reading and writing characteristics. A cross-sectional study

2015 ◽  
Vol 133 (4) ◽  
pp. 298-306 ◽  
Author(s):  
Karina Carlesso Pagliarin ◽  
Gigiane Gindri ◽  
Karin Zazo Ortiz ◽  
Maria Alice Mattos Pimenta Parente ◽  
Yves Joanette ◽  
...  
Keyword(s):  
Multiple Linear Regression Model ◽  
Language Assessment ◽  
Cross Sectional Study ◽  
Separate Analysis ◽  
Sectional Study ◽  
Cross Sectional ◽  
Assessment Battery ◽  
Reading And Writing ◽  
Brazilian Version ◽  
Language Assessment Battery

CONTEXT AND OBJECTIVE: There is growing concern about understanding how sociodemographic variables may interfere with cognitive functioning, especially with regard to language. This study aimed to investigate the relationship between performance in the Brazilian version of the Montreal-Toulouse language assessment battery (MTL-BR) and education, age and frequency of reading and writing habits (FRWH).DESIGN AND SETTING: Cross-sectional study conducted in university and work environments in Rio Grande do Sul, Brazil.METHOD: The MTL-BR was administered to a group of 233 healthy adults, aged 19 to 75 years (mean = 45.04, standard deviation, SD = 15.47), with at least five years of formal education (mean = 11.47, SD = 4.77).RESULTS: A stepwise multiple linear regression model showed that, for most tasks, the number of years of education, age and FRWH were better predictors of performance when analyzed together rather than separately. In separate analysis, education was the best predictor of performance in language tasks, especially those involving reading and writing abilities.CONCLUSION: The results suggested that the number of years of education, age and FRWH seem to influence performance in the MTL-BR, especially education. These data are important for making diagnoses of greater precision among patients suffering from brain injuries, with the aim of avoiding false positives.

scholarly journals The Assessment and Intervention of Communication Repair Strategies in Primary School Children with Autism Spectrum Disorder Who Are Minimally Verbal

2021 ◽  
Author(s):  
◽  
Alicia Marie Bravo
Keyword(s):  
Autism Spectrum Disorder ◽  
Primary School ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Primary School Children ◽  
Minimally Verbal ◽  
Communication Breakdown ◽  
Children With Asd ◽  
Initial Request ◽  
Communication Breakdowns

<p>Autism Spectrum Disorder (ASD) is characterized by marked deficits in communication and social skills in addition to restricted interests and repetitive behaviour. Children with ASD have also been reported to have significant deficits with respect to their ability to repair communication breakdowns. To date, assessments targeting communication repair strategies in children with ASD have been limited in number and lack consistency of implementation. For the current research, both an indirect and direct assessment have been developed to investigate the repair repertoires of primary school-aged children who were minimally verbal. Indirect assessments were conducted with each of the participant’s teachers, and the direct assessments were conducted by creating breakdown scenarios during a requesting routine and recording if and how the children attempted to repair the communication breakdown. Results show that children tended to rely on a singular repair strategy involving the repetition of their initial request. An intervention program was then developed and evaluated with two of the children. These children were taught to use an iPad®-based speech generating device to repair communication breakdowns that occurred when the children’s initial request was followed by receipt of the wrong item. The intervention was evaluated using a nonconcurrent multiple baseline experimental design. Each of the participants showed an increase in responding under specific communication breakdown conditions. While this research is quite preliminary, the data suggests that repair repertoires of children with ASD can be assessed via a structured, direct asses and improved with interventions based on the assessment results.</p>

Sign in / Sign up

Export Citation Format

Share Document