Differences in teachers verbal responsiveness to groups of children with ASD who vary in cognitive and language abilities

2018 ◽  
Vol 62 (6) ◽  
pp. 557-568 ◽  
Author(s):  
X. Qian
Keyword(s):  
Language Abilities ◽  
Children With Asd ◽  
Verbal Responsiveness

scholarly journals Conversation Skills in Chinese-Speaking Preschoolers with Autism: The Contributing Role of Parents’ Verbal Responsiveness

2021 ◽  
Author(s):  
Wing Chee So ◽  
Xueke Song ◽  
Chun Ho Cheng ◽  
Wing Wun Law ◽  
Tiffany Wong ◽  
...  
Keyword(s):  
Children With Autism ◽  
Autism Spectrum ◽  
Focus Of Attention ◽  
Language Abilities ◽  
Time Points ◽  
Conversation Skills ◽  
Children With Asd ◽  
Role Of Parents ◽  
Conversational Turns ◽  
Verbal Responsiveness

Abstract Background: Children with autism spectrum disorder (ASD) have deficits in conversation skills, yet the growth of conversation abilities is understudied, especially in Chinese-speaking populations, whose autism rates are rising. Additionally, little is known about whether parents’ verbal responsiveness (utterances that follow the child’s focus of attention, actions, and communications) and redirectives (utterances that require the child to change the focus of attention) are related to their ASD children’s elicitation of responses in a conversation. This study had two aims: 1) documenting the growth of conversation skills in Chinese-speaking preschool children with autism; 2) investigating the association between parents’ verbal responsiveness and redirectives and the production of appropriate responses in the children with ASD and the number of conversational turns in the parent-child dyads. Method: Participants were taken from a larger intervention project for (Cantonese) Chinese-speaking individuals with ASD. Thirty-seven participants with ASD (32 males), average age five to six years, and their parents, contributed their language samples. These children interacted with their parents at four time points over nine months. Each time, the parents and children played with a standard set of toys for 20 minutes. The severity of autism, cognitive functioning, and language abilities of the children were assessed before the collection of their language samples. Results: Our findings showed that the number of conversational turns and the proportion of child-initiated conversation (but not the proportion of children’s appropriate responses) grew over the course of nine months. After controlling for time, autism severity, and language skills, parents’ verbal responsiveness positively predicted children’s appropriate responses. Parents’ redirectives negatively predicted the proportion of children’s appropriate responses and the number of conversational turns. Limitations: Our language samples were collected from 37 children aged four to eight years. Even though they were followed at four time points, this is too small a sample and heterogeneity of language abilities is not observed along the lifespan in individuals with autism.Conclusions: Some but not all aspects of conversation skills grew over nine months in Chinese-speaking children with ASD. Parents’ verbal responsiveness was positively related to the children’s elicitation of appropriate responses.

scholarly journals Left hemispheric deficit in the sustained neuromagnetic response to periodic click trains in children with ASD.

2020 ◽  
Author(s):  
Tatiana A Stroganova ◽  
Kirill S Komarov ◽  
Olga V Sysoeva ◽  
Dzerasa E Goiaeva ◽  
Tatiana S Obukhova ◽  
...  
Keyword(s):  
Right Hemisphere ◽  
Autism Spectrum ◽  
Neural Basis ◽  
Autism Symptoms ◽  
Language Abilities ◽  
Pitch Processing ◽  
Children With Asd ◽  
Vocal Pitch ◽  
Auditory Response ◽  
The Right

Abstract Background: Deficits in perception and production of vocal pitch are often observed in people with autism spectrum disorder (ASD), but the neural basis of these abnormalities is unknown. In magnetoencephalogram (MEG), spectrally complex periodic sounds trigger two continuous neural responses – the auditory steady state response (ASSR) and the sustained field (SF). It has been shown that the SF in neurotypical individuals is associated with low-level analysis of pitch in the ‘pitch processing center’ of the Heschl’s gyrus. Therefore, this auditory response may reflect vocal pitch processing abnormalities in ASD. The SF, however, has never been studied in people with this disorder. Methods: We used MEG and individual brain models to investigate the ASSR and SF evoked by monaural 40 Hz click trains in boys with ASD (N=35) and neurotypical (NT) boys (N=35) aged 7-12-years.Results: In agreement with the previous research in adults, the cortical sources of the SF in children were located in the left and right Heschl’s gyri, anterolateral to those of the ASSR. In both groups, the SF and ASSR dominated in the right hemisphere and were higher in the hemisphere contralateral to the stimulated ear. The ASSR increased with age in both NT and ASD children and did not differ between the groups. The SF amplitude did not significantly change between the ages of 7 and 12 years. It was moderately attenuated in both hemispheres and was markedly delayed and displaced in the left hemisphere in boys with ASD. The SF delay in participants with ASD was present irrespective of their intelligence level and severity of autism symptoms.Limitations: We did not test the language abilities of our participants. Therefore, the link between SF and processing of vocal pitch in children with ASD remains speculative.Conclusion: Children with ASD demonstrate selective left-hemispheric abnormalities at the level of the core auditory cortex when processing spectrally complex periodic sound. The observed neural deficit may contribute to speech perception difficulties experienced by children with ASD, including their poor perception and production of linguistic prosody.

scholarly journals Fathers' and Mothers' Verbal Responsiveness and the Language Skills of Young Children With Autism Spectrum Disorder

2015 ◽  
Vol 24 (3) ◽  
pp. 400-410 ◽  
Author(s):  
Michelle Flippin ◽  
Linda R. Watson
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Child Language ◽  
Language Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Child Cognition ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Verbal Responsiveness

Purpose In this observational study, we examined the interactions of 16 young children with autism spectrum disorder (ASD) and their parents to investigate (a) differences in verbal responsiveness used by fathers and mothers in interactions with their children with ASD and (b) concurrent associations between the language skills of children with ASD and the verbal responsiveness of both fathers and mothers. Method Parent verbal responsiveness was coded from video recordings of naturalistic parent–child play sessions using interval-based coding. Child language skills were measured by the Preschool Language Scale–Fourth Edition (Zimmerman, Steiner, & Pond, 2002). Results For both fathers and mothers, parent verbal responsiveness was positively associated with child language skills. Mothers' responsiveness was also significantly associated with child cognition. After controlling for child cognition, fathers' verbal responsiveness continued to be significantly related to child language skills. Conclusions Although other studies have documented associations between mothers' responsiveness and child language, this is the 1st study to document a significant concurrent association between child language skills of children with ASD and the verbal responsiveness of fathers. Findings of this study warrant the inclusion of fathers in future research on language development and intervention to better understand the potential contributions fathers may make to language growth for children with ASD over time as well as to determine whether coaching fathers to use responsive verbal strategies can improve language outcomes for children with ASD.

scholarly journals Left hemispheric deficit in the sustained neuromagnetic response to periodic click trains in children with ASD.

2020 ◽  
Author(s):  
Tatiana A Stroganova ◽  
Kirill S Komarov ◽  
Olga V Sysoeva ◽  
Dzerasa E Goiaeva ◽  
Tatiana S Obukhova ◽  
...  
Keyword(s):  
Right Hemisphere ◽  
Autism Spectrum ◽  
Neural Basis ◽  
Autism Symptoms ◽  
Language Abilities ◽  
Pitch Processing ◽  
Children With Asd ◽  
Vocal Pitch ◽  
Auditory Response ◽  
The Right

Abstract Background: Deficits in perception and production of vocal pitch are often observed in people with autism spectrum disorder (ASD), but the neural basis of these abnormalities is unknown. In magnetoencephalogram (MEG), spectrally complex periodic sounds trigger two continuous neural responses – the auditory steady state response (ASSR) and the sustained field (SF). It has been shown that the SF in neurotypical individuals is associated with low-level analysis of pitch in the ‘pitch processing center’ of the Heschl’s gyrus. Therefore, this auditory response may reflect vocal pitch processing abnormalities in ASD. The SF, however, has never been studied in people with this disorder. Methods: We used MEG and individual brain models to investigate the ASSR and SF evoked by monaural 40 Hz click trains in boys with ASD (N=35) and neurotypical (NT) boys (N=35) aged 7-12-years.Results: In agreement with the previous research in adults, the cortical sources of the SF in children were located in the left and right Heschl’s gyri, anterolateral to those of the ASSR. In both groups, the SF and ASSR dominated in the right hemisphere and were higher in the hemisphere contralateral to the stimulated ear. The ASSR increased with age in both NT and ASD children and did not differ between the groups. The SF amplitude did not significantly change between the ages of 7 and 12 years. It was moderately attenuated in both hemispheres and was markedly delayed and displaced in the left hemisphere in boys with ASD. The SF delay in participants with ASD was present irrespective of their intelligence level and severity of autism symptoms.Limitations: We did not test the language abilities of our participants. Therefore, the link between SF and processing of vocal pitch in children with ASD remains speculative.Conclusion: Children with ASD demonstrate selective left-hemispheric abnormalities at the level of the core auditory cortex when processing spectrally complex periodic sound. The observed neural deficit may contribute to speech perception difficulties experienced by children with ASD, including their poor perception and production of linguistic prosody.

scholarly journals Left hemispheric deficit in the sustained neuromagnetic response to periodic click trains in children with ASD

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
T. A. Stroganova ◽  
K. S. Komarov ◽  
O. V. Sysoeva ◽  
D. E. Goiaeva ◽  
T. S. Obukhova ◽  
...  
Keyword(s):  
Left Hemisphere ◽  
Right Hemisphere ◽  
Autism Spectrum ◽  
Neural Basis ◽  
Autism Symptoms ◽  
Language Abilities ◽  
Children With Asd ◽  
Vocal Pitch ◽  
Auditory Response ◽  
The Right

Abstract Background Deficits in perception and production of vocal pitch are often observed in people with autism spectrum disorder (ASD), but the neural basis of these deficits is unknown. In magnetoencephalogram (MEG), spectrally complex periodic sounds trigger two continuous neural responses—the auditory steady state response (ASSR) and the sustained field (SF). It has been shown that the SF in neurotypical individuals is associated with low-level analysis of pitch in the ‘pitch processing center’ of the Heschl’s gyrus. Therefore, alternations in this auditory response may reflect atypical processing of vocal pitch. The SF, however, has never been studied in people with ASD. Methods We used MEG and individual brain models to investigate the ASSR and SF evoked by monaural 40 Hz click trains in boys with ASD (N = 35) and neurotypical (NT) boys (N = 35) aged 7–12-years. Results In agreement with the previous research in adults, the cortical sources of the SF in children were located in the left and right Heschl’s gyri, anterolateral to those of the ASSR. In both groups, the SF and ASSR dominated in the right hemisphere and were higher in the hemisphere contralateral to the stimulated ear. The ASSR increased with age in both NT and ASD children and did not differ between the groups. The SF amplitude did not significantly change between the ages of 7 and 12 years. It was moderately attenuated in both hemispheres and was markedly delayed and displaced in the left hemisphere in boys with ASD. The SF delay in participants with ASD was present irrespective of their intelligence level and severity of autism symptoms. Limitations We did not test the language abilities of our participants. Therefore, the link between SF and processing of vocal pitch in children with ASD remains speculative. Conclusion Children with ASD demonstrate atypical processing of spectrally complex periodic sound at the level of the core auditory cortex of the left-hemisphere. The observed neural deficit may contribute to speech perception difficulties experienced by children with ASD, including their poor perception and production of linguistic prosody.

Idiom, Syntax, and Advanced Theory of Mind Abilities in Children With Autism Spectrum Disorders

2014 ◽  
Vol 57 (1) ◽  
pp. 120-130 ◽  
Author(s):  
Elisabeth M. Whyte ◽  
Keith E. Nelson ◽  
K. Suzanne Scherf
Keyword(s):  
Theory Of Mind ◽  
Figurative Language ◽  
Measure Theory ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Language Abilities ◽  
Idiom Comprehension ◽  
Matched Group ◽  
Children With Asd ◽  
Basic Language

Purpose When researchers investigate figurative language abilities (including idioms) in children with autism spectrum disorder (ASD), syntax abilities may be more important than once considered. In addition, there are limitations to the overreliance on false-belief tasks to measure theory of mind (TOM) abilities. In the current study, the authors investigated idiom, syntax, and advanced TOM abilities in children with ASD compared to children with typical development (TD). Method Twenty-six children with ASD, ages 5 to 12 years, were compared to individuals in each of 2 control groups of children with TD: 1 matched on chronological age and nonverbal IQ, and 1 matched on syntax age-equivalence and raw scores. Idiom comprehension, syntax, vocabulary, and 2 measures of advanced TOM abilities were examined. Results Although children with ASD performed worse on idiom comprehension compared to the age-matched group with TD, they exhibited comparable idiom performance to the syntax-matched group with TD. Advanced TOM abilities were related to idiom comprehension for children with ASD, but not for children with TD, above the contributions of basic language abilities. Conclusion Syntax abilities should be used as a matching variable when examining figurative or other late-developing language skills.

scholarly journals Left hemispheric deficit in the sustained neuromagnetic response to periodic click trains in children with ASD.

2021 ◽  
Author(s):  
Tatiana A Stroganova ◽  
Kirill S Komarov ◽  
Olga V Sysoeva ◽  
Dzerasa E Goiaeva ◽  
Tatiana S Obukhova ◽  
...  
Keyword(s):  
Left Hemisphere ◽  
Right Hemisphere ◽  
Autism Spectrum ◽  
Neural Basis ◽  
Autism Symptoms ◽  
Language Abilities ◽  
Children With Asd ◽  
Vocal Pitch ◽  
Auditory Response ◽  
The Right

Abstract Background: Deficits in perception and production of vocal pitch are often observed in people with autism spectrum disorder (ASD), but the neural basis of these deficits is unknown. In magnetoencephalogram (MEG), spectrally complex periodic sounds trigger two continuous neural responses – the auditory steady state response (ASSR) and the sustained field (SF). It has been shown that the SF in neurotypical individuals is associated with low-level analysis of pitch in the ‘pitch processing center’ of the Heschl’s gyrus. Therefore, alternations in this auditory response may reflect atypical processing of vocal pitch. The SF, however, has never been studied in people with ASD. Methods: We used MEG and individual brain models to investigate the ASSR and SF evoked by monaural 40 Hz click trains in boys with ASD (N=35) and neurotypical (NT) boys (N=35) aged 7-12-years.Results: In agreement with the previous research in adults, the cortical sources of the SF in children were located in the left and right Heschl’s gyri, anterolateral to those of the ASSR. In both groups, the SF and ASSR dominated in the right hemisphere and were higher in the hemisphere contralateral to the stimulated ear. The ASSR increased with age in both NT and ASD children and did not differ between the groups. The SF amplitude did not significantly change between the ages of 7 and 12 years. It was moderately attenuated in both hemispheres and was markedly delayed and displaced in the left hemisphere in boys with ASD. The SF delay in participants with ASD was present irrespective of their intelligence level and severity of autism symptoms. Limitations: We did not test the language abilities of our participants. Therefore, the link between SF and processing of vocal pitch in children with ASD remains speculative. Conclusion: Children with ASD demonstrate atypical processing of spectrally complex periodic sound at the level of the core auditory cortex of the left-hemisphere. The observed neural deficit may contribute to speech perception difficulties experienced by children with ASD, including their poor perception and production of linguistic prosody.

scholarly journals Communicative Use of Triadic Eye Gaze in Children With Down Syndrome, Autism Spectrum Disorder, and Other Intellectual and Developmental Disabilities

2019 ◽  
Vol 28 (4) ◽  
pp. 1509-1522
Author(s):  
Laura J. Hahn ◽  
Nancy C. Brady ◽  
Theresa Versaci
Keyword(s):  
Down Syndrome ◽  
Developmental Disabilities ◽  
Expressive Language ◽  
Eye Gaze ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Language Models ◽  
Intellectual And Developmental Disabilities ◽  
Language Abilities ◽  
Children With Asd

Purpose This study examines differences in the communicative use of triadic eye gaze (TEG) during a communicative interaction in 2 neurodevelopmental disorders: Down syndrome (DS) and autism spectrum disorders (ASD), and a 3rd group of varying disabilities associated with intellectual and developmental disabilities (IDDs). Also, the relationship between TEG use and language abilities was explored. Method Participants were 45 children, 15 in each group. The frequency of TEG was coded during a scripted communication assessment when children were between 3 and 6 years of age (37–73 months). Receptive and expressive language was measured using raw scores from the Mullen Scales of Early Learning concurrently between 3 and 6 years and again 2 years later when children were between 5 and 8 years (59–92 months). Results Descriptively, children with DS had a higher frequency of TEG than children with ASD and IDD, but significant differences were only observed between children with DS and ASD. More TEG at Time 1 in children with DS was associated with higher receptive language at Time 1 and higher expressive language at Time 2. For children with ASD, a trend for a positive association between TEG at Time 1 and language abilities at Time 2 was observed. No significant associations were observed for children with IDD. Conclusion Children with DS used TEG significantly more than children with ASD in this sample. Identifying strengths and weaknesses in TEG use is important because providing caregiver training to facilitate TEG can result in increased opportunities to respond with language models and promote language development.

scholarly journals The Association between Adult Participation and the Engagement of Preschoolers with ASD

2016 ◽  
Vol 2016 ◽  
pp. 1-10 ◽  
Author(s):  
Ann M. Sam ◽  
Stephanie S. Reszka ◽  
Brian A. Boyd ◽  
Yi Pan ◽  
Kara Hume ◽  
...  
Keyword(s):  
Challenging Behavior ◽  
Challenging Behaviors ◽  
Limited Information ◽  
Autism Severity ◽  
Language Abilities ◽  
Adult Behavior ◽  
Adult Participation ◽  
Preschool Classrooms ◽  
Children With Asd ◽  
Child Engagement

The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD.

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