scholarly journals Specific Weaknesses in Linguistic Statistical Learning in Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Anqi Hu ◽  
Violet Kozloff ◽  
Amanda Van Horne ◽  
Diane Chugani ◽  
Zhenghan Qi
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Statistical Learning ◽  
Longitudinal Research ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Reciprocal Relationship ◽  
Spectrum Disorder ◽  
Cross Sectional ◽  
Children With Asd

Background: Children with autism spectrum disorder (ASD) exhibit highly variable language abilities. There is a great interest in whether statistical learning (SL), a fundamental mechanism for language development, is impaired in ASD. Nevertheless, mixed findings have been reported. Furthermore, recent studies in healthy populations suggest individuals vary in their SL ability across auditory and visual modalities as well as linguistic and nonlinguistic domains. Whether children with ASD show impaired SL in specific modalities or domains still remains unknown.Methods: Thirty-one children with ASD (6 – 12 years) and 31 age and gender-matched typically developing (TD) children were assessed with an auditory linguistic (syllable), auditory nonlinguistic (tone), visual linguistic (letter), and visual nonlinguistic (image) SL tasks where children implicitly learned the embedded patterns of stimulus triplets. Learning was measured by reaction-time acceleration during familiarization, triplet-recognition accuracy after familiarization, and a composite score combining online and offline learning.Results: Children with ASD showed particular weaknesses in the linguistic SL tasks (syllable and letter) but comparable performance to the TD children in the nonlinguistic SL tasks (tone and image). Children with ASD showed a lack of association across SL tasks, suggesting distinct underlying learning processes for SL across domains and modalities. The specific weaknesses in linguistic SL appear to be more evident in older children with ASD compared to younger children with ASD.Conclusions: We found children with ASD are not in general impaired in SL. Instead, their difficulties lie specifically in the linguistic domains. We also provided preliminary evidence hinting a reciprocal relationship between linguistic SL and language development, as the weaknesses in linguistic SL exacerbate over development in our cross-sectional sample. Future longitudinal research will elucidate whether impaired linguistic SL is an outcome or a cause of impaired language skills in a substantial subgroup of children with ASD.

scholarly journals Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

2021 ◽  
Vol 18 (14) ◽  
pp. 7670
Author(s):  
Ana Gentil-Gutiérrez ◽  
José Luis Cuesta-Gómez ◽  
Paula Rodríguez-Fernández ◽  
Jerónimo Javier González-Bernal
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
School Factors ◽  
Cross Sectional ◽  
Sensory Stimuli ◽  
Children With Asd

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

Assessing Signed Language Development in Deaf/Signing Children with Autism Spectrum Disorder

2021 ◽  
pp. 131-144
Author(s):  
Aaron Shield ◽  
Deborah Mood ◽  
Nicole Salamy ◽  
Jonathan Henner
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Deaf Community ◽  
Behavioral Norms ◽  
Children With Asd ◽  
Signed Language

In this chapter, the authors discuss assessment of signed language development in deaf/hard of hearing (D/HH) signing children with autism spectrum disorder (ASD). The development of sign in D/HH children with ASD is an area of growing research, with recent papers describing how the language profile of such children is both similar to and different from hearing/speaking children with ASD. The authors highlight the difficulties of assessing signed language in this population, focusing on a lack of tests designed specifically for D/HH children. Furthermore, they describe how variations in degree of exposure to sign at home and different behavioral norms in the Deaf community complicate identification and assessment. Finally, the authors suggest some directions for possible future research.

scholarly journals Bibliometric analysis of the literature on postural balance in children with Autism Spectrum Disorder

Revista CEFAC ◽  
2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Erika Suenya Gomes Cordeiro ◽  
Cíntia Alves Salgado Azoni ◽  
Eliza Mikaele Tavares da Silva ◽  
Fernando Henrique Fernandes ◽  
Carolina Daniel de Lima-Alvarez ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Postural Balance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Eligibility Criteria ◽  
Scientific Publications ◽  
Cross Sectional ◽  
Body Balance ◽  
Children With Asd

ABSTRACT Purpose: to identify the state-of-the-art research on postural balance in children with autism spectrum disorder (ASD) in both Brazilian and international literature. Methods: a bibliometric review, developed through bibliographical search in databases using the following descriptors: "postural balance" OR "vestibular diseases" OR "postural equilibrium" AND "autism". The eligibility criteria for sample selection were articles published in Brazilian and international journals, in either English or Portuguese. There was no restriction regarding the year of publication. The selection was based on reading the title, abstract, and lastly the full text of the articles potentially relevant for this review. Results: 62 articles were found based on the eligibility criteria. The number of publications related to the study’s theme peaked in 2015 and 2016, the first publication being from 1974. There was a predominance of studies published in the USA (37%), in English, with a quantitative, cross-sectional approach. Most of the authors compared the performance in body balance tasks of children with ASD with that of children with typical development. Conclusion: it was observed that body balance and postural control in children with ASD are growing trends in scientific publications.

scholarly journals A Comparative Study of Corneal Topography in Children with Autism Spectrum Disorder: A Cross-Sectional Study

Vision ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 4
Author(s):  
Maha A. ALGarzaie ◽  
Ali M. Alsaqr
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Cross Sectional Study ◽  
Autism Spectrum ◽  
Corneal Topography ◽  
Spectrum Disorder ◽  
Cross Sectional ◽  
Children With Asd ◽  
Significant Difference ◽  
Corneal Asphericity

Purpose: To investigate the corneal characteristics in individuals with autism spectrum disorder (ASD) and age-matched typical development (TD) participants. Methods: This cross-sectional, clinically based study compared children with ASD to age-matched TD participants. Corneal topography was measured with a portable EyeSys Vista system. The distance visual acuity (VA) and the contrast sensitivity (CS) were determined. The refractive error (RE) was assessed using a 2WIN autorefractometer. Results: A total of 31 children with ASD (mean age: 12.78 ± 4.49 years), and 60 participants with TD (mean age: 13.65 ± 3.56 years) were recruited. The two groups were similar in age (t = −2.084, p = 0.075) and VA (t = −0.35, p = 0.32). Most of the children with ASD had a significant amount of refractive errors (REs; range: +5.25 to −5.50 DS), and astigmatism was dominant (range: −0.25 to −4.50 DC). There was no statistically significant difference between both groups in terms of average corneal power (t = 1.12, p = 0.39). The children with ASD and participants with TD also did not differ significantly in terms of corneal shape descriptors (p > 0.05), such as corneal asphericity, inferior superior index, opposite sector index, and differential sector index. The spherical equivalent did not differ significantly between the ASD participants and participants with TD (t = 1.15, p = 0.15). There was a significant difference (p < 0.05) in the astigmatism component between the ASD participants and the participants with TD.

scholarly journals Knowledge of Special Nutrition for Children with Autism Spectrum Disorder Among Parents and Special Educators in Malaysia

2021 ◽  
Vol 19 (01) ◽  
pp. 127-135
Author(s):  
DURRATUL AIN SHOHAIMI ◽  
SITI FARWIZAH IZZATI SAHIDAN ◽  
MUHAMAD AFIQ ZULKIFLY ◽  
NABILAH TAGOR HASIBUAN ◽  
NOOR AKMAL SHAREELA ISMAIL ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Educators ◽  
Children With Autism ◽  
Cross Sectional Study ◽  
Autism Spectrum ◽  
Child Growth ◽  
Spectrum Disorder ◽  
Cross Sectional ◽  
Children With Asd ◽  
Level Of Knowledge

Background: Sufficient intake of macronutrients and micronutrients are essential for child growth. Many children with autism spectrum disorder (ASD) however are reported to be picky eaters which may lead to malnourishment. As diet and behaviour are importantly interconnected, this study aims to determine the level of knowledge on nutrition among parents and special educators of children with ASD. Methods: A cross-sectional study was conducted at a National Autism Centre in Kuala Lumpur, Malaysia from May to August 2018. A 37-item questionnaire was self-administered to the respondents who attended a series of training of trainers’ sessions. The data was collected and analysed descriptively. A total of 209 respondents participated with 153 parents and 56 special educators of children with ASD. Results: Only 37.9% of the parents agreed that their children’s diet contains balanced nutrition. Majority of the parents and special educators had the perception that sugar, junk food and gluten are bad for the children, but they were still given due to the accessibility and convenience. Conclusion: The low level of knowledge among parents and special educators about the nutrition of children with ASD indicates that a measure should be taken to increase awareness and to overcome the malnutrition among ASD children.

Comparative Language Development in Bilingual and Monolingual Children With Autism Spectrum Disorder: A Systematic Review

2017 ◽  
Vol 39 (2) ◽  
pp. 106-124 ◽  
Author(s):  
Emily M. Lund ◽  
Theresa L. Kohlmeier ◽  
Lillian K. Durán
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Language Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Bilingual Children ◽  
Children With Asd ◽  
Negative Effect ◽  
The Impact

The prevalence of both bilingual children and children with autism spectrum disorder (ASD) is growing rapidly, and early childhood educators may be increasingly likely to encounter bilingual children with ASD in their classrooms. Because ASD significantly affects communication, many parents and professionals may have questions or concerns about the impact of bilingualism on language development in children with ASD. The present article presents a systematic review of the literature comparing monolingual to bilingual development in children with ASD. Seven articles were included, covering a wide variety of languages and involving predominantly young, simultaneously bilingual children with ASD. Results generally showed small, varied differences in both receptive and expressive language outcomes for bilingual and monolingual children with ASD, thus providing tentative support for the idea that bilingualism does not have a consistent or large negative effect on language development in children with ASD. Implications for research and practice are discussed.

scholarly journals Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Interventions ◽  
Related Services ◽  
Children With Asd ◽  
The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

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.

Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder

2021 ◽  
Vol 30 (2) ◽  
pp. 584-597
Author(s):  
Christine Holyfield
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Book Reading ◽  
Single Subject ◽  
Alternative Communication ◽  
Children With Asd

Purpose Technology features that maximize communicative benefit while minimizing learning demands must be identified and prioritized to amplify the efficiency and effectiveness of augmentative and alternative communication (AAC) intervention. Picture symbols with paired text are a common representation feature in AAC systems for children with autism spectrum disorder (ASD) who are preliterate, yet little research about their comparative benefit exists. Method Four school-age children with ASD and limited speech who were preliterate participated in two single-subject studies. In one study, communication of high imageability words (e.g., nouns) on an AAC app during a book-reading activity was compared across two representation conditions: picture symbols with paired text and text only. In the second study, communication of low imageability words (e.g., verbs) was compared. Both studies had baseline, intervention, generalization, and maintenance phases. Results Prior to intervention, participants communicated across both representation conditions at low rates except two participants who were relatively successful using picture symbol with paired text representations of high imageability words. In response to intervention, all participants demonstrated increases in communication across representation conditions and maintained the increases. Participants demonstrated generalization in the text-only representation condition. Conclusions Children with ASD who were preliterate acquired communication at comparable rates regardless of whether an AAC app utilized picture symbol with paired text or text-only representation. Therefore, while larger scale research is needed, clinicians and technology developers could consider increasing the use of text in AAC representation given the inherent value associated with learning to recognize written words. Supplemental Material https://doi.org/10.23641/asha.13661357

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