Phonological Characteristics Shared By Questioner And Responder: A Comparison Between Individuals With And Without Autism Spectrum Disorder

2022 ◽  
Author(s):  
Tatsuya Daikoku ◽  
Shin-Ichiro Kumagaya ◽  
Satsuki Ayaya ◽  
Yukie Nagai
Keyword(s):  
Autism Spectrum Disorder ◽  
Bayesian Inference ◽  
Amplitude Modulation ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Spectrum Disorder ◽  
Speech Rhythm ◽  
Speech Prosody ◽  
Dynamic Processing

How typically developed (TD) persons modulate their speech rhythm while talking to individuals with autism spectrum disorder (ASD) remains unclear. We aimed to elucidate the characteristics of phonological hierarchy in the verbal communication between ASD individuals and TD persons. TD and ASD respondents were asked by a TD questioner to share their recent experiences on 12 topics. We included 87 samples of ASD-directed speech (from TD questioner to ASD respondent), 72 of TD-directed speech (from TD questioner to TD respondent), 74 of ASD speech (from ASD respondent to TD questioner), and 55 of TD speech (from TD respondent to TD questioner). We analysed the amplitude modulation structures of speech waveforms using probabilistic amplitude demodulation based on Bayesian inference and found similarities between ASD speech and ASD-directed speech and between TD speech and TD-directed speech. Prosody and the interactions between prosodic, syllabic, and phonetic rhythms were significantly weaker in ASD-directed and ASD speech than those in TD-directed and TD speech, respectively. ASD speech showed weaker dynamic processing from higher to lower phonological bands (e.g. from prosody to syllable) than TD speech. The results indicate that TD individuals may spontaneously adapt their phonological characteristics to those of ASD speech.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

scholarly journals Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial

2021 ◽  
Vol 52 (1) ◽  
pp. 165-180 ◽  
Author(s):  
Sally Clendon ◽  
Jessica Paynter ◽  
Sue Walker ◽  
Rachael Bowen ◽  
Marleen F. Westerveld
Keyword(s):  
Autism Spectrum Disorder ◽  
Emergent Literacy ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Spectrum Disorder ◽  
Literacy Assessment ◽  
Children With Asd ◽  
Increased Risk

Purpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.

Effects of speech and sung speech training on speech prosody production by trilingual children with autism spectrum disorder

2020 ◽  
Vol 148 (4) ◽  
pp. 2469-2469
Author(s):  
Si Chen ◽  
Bei Li ◽  
Fang Zhou ◽  
Angel Wing Shan Chan ◽  
Tempo Po Yi Tang ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Speech Prosody ◽  
Speech Training

scholarly journals Gender Differences in Misdiagnosis and Delayed Diagnosis among Adults with Autism Spectrum Disorder with No Language or Intellectual Disability

2021 ◽  
Vol 11 (7) ◽  
pp. 912
Author(s):  
Camilla Gesi ◽  
Giovanni Migliarese ◽  
Sara Torriero ◽  
Martina Capellazzi ◽  
Anna Caterina Omboni ◽  
...  
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Mental Health Services ◽  
Health Services ◽  
Diagnostic Delay ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Spectrum Disorder ◽  
Age At Diagnosis ◽  
Specific Information

Autism Spectrum Disorder (ASD) is often unrecognized, especially in mild forms and in women. Studies evaluating features associated with missed/misdiagnosis in men and women with ASD are warranted. 61 subjects (22 females, 39 males, age 28.5 ± 10.8 years) with ASD with no language/intellectual deficit were enrolled in the service for the treatment of psychiatric comorbidities in adults with ASD of the ASST Fatebenefratelli-Sacco in Milan (Italy). A detailed clinical history was gathered, and two self-report questionnaires (Autism Spectrum Quotient-AQ and Adult Autism Subthreshold Spectrum-AdAS Spectrum) were administered. 75.4% received their ASD diagnosis average eight years later than the first evaluation by mental health services. Compared to males, females showed a significantly greater delay in referral to mental health services and a significantly higher age at diagnosis of ASD. Among men, diagnostic delay inversely correlated with scores on the AdAS Spectrum total, Verbal communication, Empathy and Inflexibility and adherence to routine domains. Among women, diagnostic delay positively correlated with the Attention to detail score while the age at diagnosis of ASD positively correlated with the AdAS Spectrum Verbal communication and Restricted interests and rumination domain scores. Females were less likely to be correctly diagnosed and more likely to be misdiagnosed at first evaluation than men. Females reported significantly higher scores than men in the Hyper/Hyporeactivity to sensory input domain only among subjects who were misdiagnosed. Our findings provide gender-specific information about ASD patients seeking help for comorbid conditions and might be a primary ground for future research.

scholarly journals The Implementation of Application Software to Improve Verbal Communication in Children with Autism Spectrum Disorder: A Review

Children ◽  
2021 ◽  
Vol 8 (11) ◽  
pp. 1001
Author(s):  
Marlyn Maseri ◽  
Mazlina Mamat ◽  
Hoe Tung Yew ◽  
Ali Chekima
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Spectrum Disorder ◽  
Free Text ◽  
Application Software ◽  
Target Behaviors ◽  
Children With Asd ◽  
Home Based ◽  
Minimum Requirements

Autism-assistive apps offer therapists and caregivers new approaches for educating and assisting individuals with autism spectrum disorder (ASD), mainly in social interaction. Even though these apps are deemed effective, they are not. These autism-assistive apps are not highly customizable, which limits their usefulness. This article examined the application software that was applied to encourage verbal communication in the intervention for children with ASD. The aim was to determine the minimum requirements for a verbal communication intervention app that adequately satisfies children with ASD, caregivers, and therapists. Databases were searched, including Scopus, Springer, PubMed, Education Resources Information Centre, and Google Scholar, with the following free-text terms combining Boolean operators: autism, children, intervention, verbal communication, software, app, and technology. A total of fifteen studies were found relevant, and the following information was collected: participant characteristics, information on the devices and apps, target behaviors, intervention procedures, and intervention outcomes. The findings suggest that the autism-assistive apps effectively improve verbal communication of children with ASD. For that, the apps should be attractive and engaging to the children with ASD, able to identify the child’s capability and suggest appropriate lesson activities, as well as encompass specific learning outcomes with multilevel lesson strategy. The apps should also use systematic evidence-based intervention procedures in the activities, be able to evaluate the child’s learning progress, and allow caregivers or therapists to keep track of application usage and performance. The use of apps in intervention does provide many benefits. However, they should never replace qualified therapists. App-based interventions make home-based treatment more focused, systematic, and economical.

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