scholarly journals Uhandumin children with autism spectrum disorders or language impairment

2016 ◽  
Vol 9 (8) ◽  
pp. 854-865 ◽  
Author(s):  
Kyle Gorman ◽  
Lindsay Olson ◽  
Alison Presmanes Hill ◽  
Rebecca Lunsford ◽  
Peter A. Heeman ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Language Impairment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders

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.

The Perception of the Relationship Between Affective Prosody and the Emotional Content in Utterances in Children With Autism Spectrum Disorders

2013 ◽  
Vol 20 (1) ◽  
pp. 20-32 ◽  
Author(s):  
Margaret M. Kjelgaard ◽  
Helen Tager-Flusberg
Keyword(s):  
Autism Spectrum Disorders ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Emotional Prosody ◽  
Implicit Processing ◽  
Emotional Information ◽  
Children With Asd ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASD) were compared to children with specific language impairment (SLI) and typically developing (TD) children and adults in their ability to perceive and judge the emotional information conveyed by happy, neutral, and sad prosody. Authors found that high-functioning verbal children with ASD have an implicit sensitivity to emotional prosody, but are unable to explicitly judge the emotion of the same prosody. Children with SLI showed they were better able to judge the emotional prosody, similar to TD children, although not as well as adults. The findings indicate that, unique to the children with ASD, there is a disconnect between the implicit processing of emotional prosody and the explicit labeling of the emotion in prosody. This is promising for interventions aimed at facilitating the abilities of ASD children in their everyday understanding of emotional prosody in conversation.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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