Teaching receptive language to children with autism: A selective overview.

2004 ◽  
Vol 4 (4) ◽  
pp. 378-385 ◽  
Author(s):  
Lillian V. Pelios ◽  
Amy Sucharzewski
Keyword(s):  
Children With Autism ◽  
Receptive Language

scholarly journals Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder.

2021 ◽  
Vol 10 (4) ◽  
pp. 137-161
Author(s):  
D.S. Pereverzeva ◽  
U.A. Mamokhina ◽  
E.Yu. Davydova ◽  
A.A. Lopukhina ◽  
V.G. Arutiunian ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autistic Traits ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Verbal Intelligence ◽  
School Aged Children ◽  
Autistic Disorders ◽  
The Relationship

The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KORABLIK method (basic linguistic skills), the Kaufman Assessment Battery for Children (KABC-II) or the Wechsler Intelligence Scale for Children ― Third Edition (WISC-III) (non-verbal intelligence), the Autism Diagnosis Observation Schedule ― Second Edition (ADOS-II) (autistic traits). The results support the hypothesis of the relationship between receptive language skills, the index of non-verbal intelligence, and symptoms of autism. The severity of autistic traits is negatively associated with some phonological and lexical levels of the receptive speech, as well as with understanding of discourse. The non-verbal intelligence index is positively associated with speech comprehension at all levels. A specific feature of receptive language in children with Autism spectrum disorder aged 7–11 years is the uneven development, which is associated with the severity of autistic traits and is not associated with the intelligence level.

Speech Abilities in a Heterogeneous Group of Children With Autism

2021 ◽  
pp. 1-15
Author(s):  
Kate Broome ◽  
Patricia McCabe ◽  
Kimberley Docking ◽  
Maree Doble ◽  
Bronwyn Carrigg
Keyword(s):  
Expressive Language ◽  
Children With Autism ◽  
Spontaneous Speech ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Speech Development ◽  
Limited Information ◽  
Number Of Children ◽  
Children With Asd ◽  
Speech Data

Purpose This study aimed to provide detailed descriptive information about the speech of a heterogeneous cohort of children with autism spectrum disorder (ASD) and to explore whether subgroups exist based on this detailed speech data. High rates of delayed and disordered speech in both low-verbal and high-functioning children with ASD have been reported. There is limited information regarding the speech abilities of young children across a range of functional levels. Method Participants were 23 children aged 2;0–6;11 (years;months) with a diagnosis of ASD. Comprehensive speech and language assessments were administered. Independent and relational speech analyses were conducted from single-word naming tasks and spontaneous speech samples. Hierarchical clustering based on language, nonverbal communication, and spontaneous speech descriptive data was completed. Results Independent and relational speech analyses are reported. These variables are used in the cluster analyses, which identified three distinct subgroups: (a) children with high language and high speech ability ( n = 10), (b) children with low expressive language and low speech ability but higher receptive language and use of gestures ( n = 3), and (c) children with low language and low speech development ( n = 10). Conclusions This is the first study to provide detailed descriptive speech data of a heterogeneous cohort of children with ASD and use this information to statistically explore potential subgroups. Clustering suggests a small number of children present with low levels of speech and expressive language in the presence of better receptive language and gestures. This communication profile warrants further exploration. Replicating these findings with a larger cohort of children is needed. Supplemental Material https://doi.org/10.23641/asha.16906978

Expressive and Receptive Language in Russian Primary-School-Aged Children with Autism Spectrum Disorder

2021 ◽  
Vol 117 ◽  
pp. 104042
Author(s):  
Vardan Arutiunian ◽  
Anastasiya Lopukhina ◽  
Alina Minnigulova ◽  
Anastasia Shlyakhova ◽  
Elizaveta Davydova ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Primary School ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Aged Children

scholarly journals Early Intervention with a Parent-Delivered Massage Protocol Directed at Tactile Abnormalities Decreases Severity of Autism and Improves Child-to-Parent Interactions: A Replication Study

2015 ◽  
Vol 2015 ◽  
pp. 1-16 ◽  
Author(s):  
Louisa M. T. Silva ◽  
Mark Schalock ◽  
Kristen R. Gabrielsen ◽  
Sarojini S. Budden ◽  
Martha Buenrostro ◽  
...  
Keyword(s):  
Preschool Children ◽  
Children With Autism ◽  
Receptive Language ◽  
Replication Study ◽  
Sensory Abnormalities ◽  
Autism Treatment ◽  
Social Communication Skills ◽  
Weekly Treatment ◽  
Massage Treatment ◽  
Parent Interactions

Tactile abnormalities are severe and universal in preschool children with autism. They respond well to treatment with a daily massage protocol directed at tactile abnormalities (QST massage for autism). Treatment is based on a model for autism proposing that tactile impairment poses a barrier to development. Two previous randomized controlled trials evaluating five months of massage treatment reported improvement of behavior, social/communication skills, and tactile and other sensory symptoms. This is the first report from a two-year replication study evaluating the protocol in 103 preschool children with autism. Parents gave daily treatment; trained staff gave weekly treatment and parent support. Five-month outcomes replicated earlier studies and showed normalization of receptive language (18%,P=.03), autistic behavior (32%,P=.006), total sensory abnormalities (38%,P=.0000005), tactile abnormalities (49%,P=.0002), and decreased autism severity (medium to large effect size,P=.008). In addition, parents reported improved child-to-parent interactions, bonding, and decreased parenting stress (44%,P=.00008). Early childhood special education programs are tasked with addressing sensory abnormalities and engaging parents in effective home programs. Until now, they have lacked research-based methods to do so. This program fulfills the need. It is recommended to parents and ECSE programs (ages 3–5) at autism diagnosis.

scholarly journals Temporal Synchrony Detection and Associations with Language in Young Children with ASD

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Elena Patten ◽  
Linda R. Watson ◽  
Grace T. Baranek
Keyword(s):  
Language Learning ◽  
Multisensory Processing ◽  
Visual Stimuli ◽  
Children With Autism ◽  
Spoken Language ◽  
Receptive Language ◽  
Temporal Synchrony ◽  
Video Recordings ◽  
Children With Asd ◽  
Synchronous Condition

Temporally synchronous audio-visual stimuli serve to recruit attention and enhance learning, including language learning in infants. Although few studies have examined this effect on children with autism, it appears that the ability to detect temporal synchrony between auditory and visual stimuli may be impaired, particularly given social-linguistic stimuli delivered via oral movement and spoken language pairings. However, children with autism can detect audio-visual synchrony given nonsocial stimuli (objects dropping and their corresponding sounds). We tested whether preschool children with autism could detect audio-visual synchrony given video recordings of linguistic stimuli paired with movement of related toys in the absence of faces. As a group, children with autism demonstrated the ability to detect audio-visual synchrony. Further, the amount of time they attended to the synchronous condition was positively correlated with receptive language. Findings suggest that object manipulations may enhance multisensory processing in linguistic contexts. Moreover, associations between synchrony detection and language development suggest that better processing of multisensory stimuli may guide and direct attention to communicative events thus enhancing linguistic development.

scholarly journals Sign Language Echolalia in Deaf Children With Autism Spectrum Disorder

2017 ◽  
Vol 60 (6) ◽  
pp. 1622-1634 ◽  
Author(s):  
Aaron Shield ◽  
Frances Cooley ◽  
Richard P. Meier
Keyword(s):  
Autism Spectrum Disorder ◽  
Sign Language ◽  
Children With Autism ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Deaf Children ◽  
Children With Asd ◽  
Language Modality ◽  
Hearing Children

Purpose We present the first study of echolalia in deaf, signing children with autism spectrum disorder (ASD). We investigate the nature and prevalence of sign echolalia in native-signing children with ASD, the relationship between sign echolalia and receptive language, and potential modality differences between sign and speech. Method Seventeen deaf children with ASD and 18 typically developing (TD) deaf children were video-recorded in a series of tasks. Data were coded for type of signs produced (spontaneous, elicited, echo, or nonecho repetition). Echoes were coded as pure or partial, and timing and reduplication of echoes were coded. Results Seven of the 17 deaf children with ASD produced signed echoes, but none of the TD deaf children did. The echoic children had significantly lower receptive language scores than did both the nonechoic children with ASD and the TD children. Modality differences also were found in terms of the directionality, timing, and reduplication of echoes. Conclusions Deaf children with ASD sometimes echo signs, just as hearing children with ASD sometimes echo words, and TD deaf children and those with ASD do so at similar stages of linguistic development, when comprehension is relatively low. The sign language modality might provide a powerful new framework for analyzing the purpose and function of echolalia in deaf children with ASD.

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.

Deficits, delays, and distractions: An evaluation of symbolic play and memory in children with autism

1997 ◽  
Vol 9 (1) ◽  
pp. 17-41 ◽  
Author(s):  
LARAINE MCDONOUGH ◽  
AUBYN STAHMER ◽  
LAURA SCHREIBMAN ◽  
SANDRA J. THOMPSON
Keyword(s):  
Children With Autism ◽  
Receptive Language ◽  
Symbolic Play ◽  
Second Step ◽  
Event Sequences ◽  
Functional Play ◽  
Autism Group ◽  
Developmental Progression ◽  
Cognitive Problems ◽  
Structured Test

Two experiments were conducted to evaluate symbolic-deficit and memory-deficit hypotheses to account for the cognitive problems seen in children with autism. Experiment 1 tested imitation, in immediate and deferred conditions, of familiar actions with different sets of objects representing the developmental progression from functional to symbolic play. The results showed that the autism group and both their receptive language and nonverbal IQ-matched controls imitated familiar actions with realistic objects (evidence for functional play) and placeholder objects (evidence for symbolic play) after delays ranging from 24 hr to 3 weeks. Experiment 2 tested familiar three-step event sequences in which a placeholder object was substituted for the second step in half the events. The results showed that the autism group remembered as many of the actions with the placeholder objects as their language-matched controls and as many correctly ordered sequences, a finding that supports a symbolic-delay (rather than deficit) hypothesis. These results were obtained in highly structured test situations and sharply contrast with the impairments seen in children with autism who are observed in naturalistic settings. Two interpretations of these findings are offered. First, structured test settings minimize distractions that typically occur in naturalistic settings that may interfere or disrupt symbolic play in children with autism. Second, the results are consistent with an executive function deficit in that the autistic group demonstrated more knowledge in the test settings than they demonstrate spontaneously in naturalistic ones.

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