scholarly journals Watching Videos and Television Is Related to a Lower Development of Complex Language Comprehension in Young Children with Autism

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 423
Author(s):  
Elisabeth Fridberg ◽  
Edward Khokhlovich ◽  
Andrey Vyshedskiy
Keyword(s):  
Young Children ◽  
Observational Study ◽  
Language Comprehension ◽  
Expressive Language ◽  
Children With Autism ◽  
Television Watching ◽  
High Quartile ◽  
Young Children With Autism

The effect of passive video and television watching duration on 2- to 5-year-old children with autism was investigated in the largest and the longest observational study to date. Parents assessed the development of 3227 children quarterly for three years. Longer video and television watching were associated with better development of expressive language but significantly impeded development of complex language comprehension. On an annualized basis, low TV users (low quartile: 40 min or less of videos and television per day) improved their language comprehension 1.4 times faster than high TV users (high quartile: 2 h or more of videos and television per day). This difference was statistically significant. At the same time, high TV users improved their expressive language 1.3 times faster than low TV users. This difference was not statistically significant. No effect of video and television watching duration on sociability, cognition, or health was detected.

scholarly journals Language profiles in young children with autism spectrum disorder: A community sample using multiple assessment instruments

Autism ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 141-153 ◽  
Author(s):  
Rose Nevill ◽  
Darren Hedley ◽  
Mirko Uljarević ◽  
Ensu Sahin ◽  
Johanna Zadek ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Expressive Language ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Young Children With Autism ◽  
Language Profiles ◽  
Nonverbal Cognition

This study investigated language profiles in a community-based sample of 104 children aged 1–3 years who had been diagnosed with autism spectrum disorder using Diagnostic and Statistical Manual of Mental Disorders (5th ed.) diagnostic criteria. Language was assessed with the Mullen scales, Preschool Language Scale, fifth edition, and Vineland-II parent-report. The study aimed to determine whether the receptive-to-expressive language profile is independent from the assessment instrument used, and whether nonverbal cognition, early communicative behaviors, and autism spectrum disorder symptoms predict language scores. Receptive-to-expressive language profiles differed between assessment instruments and reporters, and Preschool Language Scale, fifth edition profiles were also dependent on developmental level. Nonverbal cognition and joint attention significantly predicted receptive language scores, and nonverbal cognition and frequency of vocalizations predicted expressive language scores. These findings support the administration of multiple direct assessment and parent-report instruments when evaluating language in young children with autism spectrum disorder, for both research and in clinical settings. Results also support that joint attention is a useful intervention target for improving receptive language skills in young children with autism spectrum disorder. Future research comparing language profiles of young children with autism spectrum disorder to children with non-autism spectrum disorder developmental delays and typical development will add to our knowledge of early language development in children with autism spectrum disorder.

Face-Viewing Patterns in Young Children With Autism Spectrum Disorders: Speaking up for the Role of Language Comprehension

2014 ◽  
Vol 57 (6) ◽  
pp. 2246-2252 ◽  
Author(s):  
Jakob Åsberg Johnels ◽  
Christopher Gillberg ◽  
Terje Falck-Ytter ◽  
Carmela Miniscalco
Keyword(s):  
Young Children ◽  
Language Comprehension ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Speaking Up ◽  
Children With Asd ◽  
Short Films ◽  
Young Children With Autism

Purpose The aim was to examine whether viewing patterns toward the mouth, eyes, and nonmouth–noneyes areas differed between young children with autism spectrum disorder (ASD) and typically developing (TD) children when viewing a person speaking. The role of language comprehension in such viewing patterns was also examined. Method Eleven children with ASD (approximately 4.5 years old) and 29 TD toddlers (approximately 2.5 years old) participated. The groups were matched on language comprehension raw scores from the Reynell Developmental Language Scales III. All children viewed short films of a woman speaking while their eye movements were recorded with eye-tracking equipment. Results Children with ASD spent proportionally less time viewing the mouth and more time viewing the nonmouth–noneyes areas. Time viewing the eyes did not differ between groups. Increased mouth viewing was associated with lower language comprehension in the group with ASD. Conclusion Variability in language comprehension is an important factor to monitor when interpreting face-viewing patterns in young children with ASD, particularly with regard to mouth viewing. The results may help explain divergent findings in this field of research.

Sign in / Sign up

Export Citation Format

Share Document