scholarly journals The Language Development Process of Bilingual Children with Autism Spectrum Disorder: An investigation into Gender Linguistic Differences

2021 ◽  
Vol 11 (2) ◽  
pp. 29
Author(s):  
Mohammad H. Al-khresheh ◽  
Abdo Hasan AL-Qadri
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Development Process ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Bilingual Children ◽  
Linguistic Differences ◽  
Sentence Construction ◽  
Significant Difference

This paper is a descriptive correlational study that investigated the gender differences in the language development process among a group of 215 male and female bilingual children with autism spectrum disorder. A valid and reliable questionnaire was adopted and deployed to accomplish the study’s objective. The caregivers of these autistic children were requested to complete and submit the questionnaire. Data analysis was made possible with the help of different statistical software tools. The study concluded that gender did significantly impact the participants’ performance in four different linguistic domains: Listening, vocabulary, verbal grammar and sentence construction, and questions formulation. Females were found to have an upper edge over their male counterparts in these domains. Only one non-significant difference was observed in the listening comprehension domain, where both genders were found to experience the same level of difficulty. The limitations and recommendations of this study have been presented here as well.

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 The role of caregiver speech in supporting language development in infants and toddlers with autism spectrum disorder

2020 ◽  
Vol 32 (4) ◽  
pp. 1230-1239 ◽  
Author(s):  
Meghan R. Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Best Practice ◽  
Intervention Studies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Research ◽  
Language Data

AbstractParents play an essential role in supporting child development by providing a safe home, proper nutrition, and rich educational opportunities. In this article we focus on the role of caregiver speech in supporting development of young children with autism spectrum disorder (ASD). We review studies from typically developing children and children with autism showing that rich and responsive caregiver speech supports language development. Autism intervention studies that target caregiver speech are reviewed as are recent scientific advances from studies of typical development. The strengths and weakness of different techniques for collecting language data from caregivers and children are reviewed, and natural language samples are recommended as best practice for language research in autism. We conclude that caregivers play a powerful role in shaping their children's development and encourage researchers to adapt parent-mediated intervention studies to acknowledge individual differences in parents by using a personalized medicine approach.

scholarly journals PENGARUH SUBSTITUSI TEPUNG IKAN LELE TERHADAP PEMBUATAN COOKIES BEBAS GLUTEN DAN KASEIN SEBAGAI ALTERNATIF JAJANAN ANAK AUTISM SPECTRUM DISORDER [Effect of Catfish Flour Substitution towards Gluten-Free and Casein-Free Cookies as an Alternative Snack for Children with Autism Spectrum Disorder]

2019 ◽  
Vol 14 (1) ◽  
pp. 35
Author(s):  
Aliffah Nurria Nastiti ◽  
Juliana Christyaningsih
Keyword(s):  
Autism Spectrum Disorder ◽  
Nutritional Value ◽  
Calcium Content ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Gluten Free ◽  
Randomized Design ◽  
High Calcium ◽  
Significant Difference

Children with Autism Spectrum Disorder (ASD) have digestive disorders, therefore their diet should be gluten-free and casein-free. Gluten-free and casein-free foods tend to be low in protein. ASD children who apply a gluten-free diet and casein have a lower calcium intake and low in bone density. Catfish flour with high protein and calcium content were expected to increase the nutritional value (protein and calcium) of cookies which gluten-free and casein-free. This study was aimed to determine the effect of catfish flour substitution towards acceptance and nutritional value of gluten and casein free cookies as an alternative snack for ASD children. This study was experimental research with Completely Randomized Design. Panelists of this study were children with ASD (4-6 years) and their parents as many as 40 people. There were 4 formulas in this study, F0 was control, and 3 substitution formulas. Percentage of Flour substitution were, F2 (2%: 2%); F3 (4%: 4%); and F5 (6%: 4%). Kruskal Wallis test showed no significant difference in the level on acceptance level in taste and aroma between F0, F3, and F5. The acceptability and nutritional value's ranking showed the best formula was F5. 100 grams of F5 cookies (protein: 6.75 g; calcium: 247.51 mg) can fulfill 19% of the protein and 24.8% calcium of children RDA (4-6 years). Gluten-free and casein-free cookies with catfish (Formula 5) with enough protein and high calcium can be an alternative snack for ASD children.

scholarly journals Referential expressions in monolingual and bilingual children with and without Autism Spectrum Disorder (ASD): A study of informativeness and definiteness

2021 ◽  
pp. 1-30
Author(s):  
Natalia MEIR ◽  
Rama NOVOGRODSKY
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Bilingual Children ◽  
Children With Asd ◽  
Referential Use ◽  
Hebrew Language ◽  
Referential Expressions ◽  
Language Universal

Abstract The current study evaluated the separate and combined effects of bilingualism and Autism Spectrum Disorder (ASD) on informativeness and definiteness marking of referential expressions. Hebrew-speaking monolingual children (21 with ASD and 28 with typical language development) and Russian–Hebrew-speaking bilingual children (13 with ASD and 30 with typical language development) aged 4–9 years participated. Informativeness, indexed by referential contrasts, was affected by ASD, but not by bilingualism. Definiteness use was non-target-like in children with ASD and in bilingual children, and it was mainly predicted by children’s morpho-syntactic abilities in Hebrew. Language-universal and language-specific properties of referential use are discussed.

scholarly journals The Role of Context in Language Development for Children With Autism Spectrum Disorder

2020 ◽  
Vol 11 ◽  
Author(s):  
Patricia Sánchez Pérez ◽  
Anders Nordahl-Hansen ◽  
Anett Kaale
Keyword(s):  
Autism Spectrum Disorder ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Development ◽  
Significant Difference ◽  
Language Interventions ◽  
At Home

Parent and preschool teacher ratings of the 10 noun categories of MacArthur-Bates Communication Development Inventory (CDI) were used to study expressive language in 2–4-year-old children with autism spectrum disorder (ASD) (N = 58) across the home and preschool context. There was no significant difference in the total number of words the children said in the two contexts, but the children said significantly more words in the noun categories “Furniture and rooms” and “People” at home. Only one third of the words the children said were said both at home and in the preschool, while the other two thirds were said only at home or only in preschool. This suggests that what words the children use across contexts differ substantially and that their vocabulary is larger than it seems when measured only in one context. This novel study highlights the importance of assessing the language in children with ASD in multiple contexts in order to better measure their vocabulary and to design appropriate language interventions.

Print Knowledge in Children With Autism Spectrum Disorder: Do Child and Family Variables Play a Role?

2021 ◽  
Vol 52 (1) ◽  
pp. 197-208 ◽  
Author(s):  
Jaclyn M. Dynia ◽  
Emily J. Solari
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Letter Identification ◽  
Full Sample ◽  
Print Knowledge ◽  
Children With Asd ◽  
Significant Difference ◽  
Name Writing

Purpose This study aimed to examine the print knowledge of children with autism spectrum disorder (ASD) in comparison to children who have developmental language disorder (DLD) and typically developing (TD) children as well as examine the child and family predictors of print knowledge. Method A total of 629 preschool children, including 33 children with ASD, 93 children with DLD, and 503 TD children, were the focus of the current study. Teachers completed direct assessments with the children in the fall and spring of the academic year on print knowledge using the Phonological Awareness Literacy Screener. Results Analyses of covariance were used to compare the print knowledge skills (uppercase and lowercase letter identification, print and word awareness, name writing) in the fall and spring for each of the three groups. The groups were significantly different for the Print and Word Awareness and Name Writing subtests in both the fall and spring. A Tukey's honestly significant difference further indicated that, for these subtests, the children with ASD had significantly lower scores than both the children with DLD and TD children. When examining the child and family predictors of residualized gain in print knowledge for the children with ASD, the only significant predictor for any outcome was fall scores. When examining the predictors for the full sample, fall scores, age, ASD status, and mothers' education level were significant predictors of print and word awareness and name writing scores. Conclusions None of the child and family characteristics seemed to be related to residualized gain in print knowledge for children with ASD. However, when examining predictors of residualized gain in print knowledge for the full sample, ASD status was related to lower scores for both print and word awareness and name writing.

Measuring early language development in preschool children with autism spectrum disorder using the MacArthur Communicative Development Inventory (Infant Form)

2003 ◽  
Vol 30 (1) ◽  
pp. 213-236 ◽  
Author(s):  
TONY CHARMAN ◽  
AURIOL DREW ◽  
CLAIRE BAIRD ◽  
GILLIAN BAIRD
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Language Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Word Production ◽  
Spectrum Disorder ◽  
Word Comprehension ◽  
Early Language Development ◽  
Communicative Development

Parent report data on early language development measured using the MacArthur Communicative Development Inventory (CDI–Infant Form) was collected on 134 preschool children with autism spectrum disorder. The pattern of development of understanding of phrases, word comprehension and expression, and production of gestures, was compared to the typical pattern. In common with typical development there was considerable variability in language acquisition, although for the group as a whole this was significantly delayed compared to the normal course. In addition, atypical patterns were identified in the emergence of language skills in the sample. Comprehension of words was delayed in comparison to word production, and production of early gestures (involving sharing reference) was delayed relative to production of later gestures (involving use of objects). However, other aspects of language development were similar to that found in typically developing infants, including word comprehension being in advance of word production in absolute terms, gesture production acting as a ‘bridge’ between word comprehension and word production and the broad pattern of acquisition across word categories and word forms. The implications for assessment and intervention with preschool children with autism spectrum disorder are discussed.

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