scholarly journals The impact of multisensory integration deficits on speech perception in children with autism spectrum disorders

2014 ◽  
Vol 5 ◽  
Author(s):  
Ryan A. Stevenson ◽  
Magali Segers ◽  
Susanne Ferber ◽  
Morgan D. Barense ◽  
Mark T. Wallace
Keyword(s):  
Autism Spectrum Disorders ◽  
Speech Perception ◽  
Multisensory Integration ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders ◽  
The Impact

scholarly journals The impact of robotic intervention on joint attention in children with autism spectrum disorders

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Hirokazu Kumazaki ◽  
Yuichiro Yoshikawa ◽  
Yuko Yoshimura ◽  
Takashi Ikeda ◽  
Chiaki Hasegawa ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Joint Attention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders ◽  
The Impact

scholarly journals Multisensory Speech Perception in Children with Autism Spectrum Disorders

2013 ◽  
Vol 43 (12) ◽  
pp. 2891-2902 ◽  
Author(s):  
Tiffany G. Woynaroski ◽  
Leslie D. Kwakye ◽  
Jennifer H. Foss-Feig ◽  
Ryan A. Stevenson ◽  
Wendy L. Stone ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Speech Perception ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders

Verbal fluency in bilingual children with Autism Spectrum Disorders

2016 ◽  
Vol 7 (3-4) ◽  
pp. 460-475 ◽  
Author(s):  
Ana Maria Gonzalez-Barrero ◽  
Aparna Nadig
Keyword(s):  
Autism Spectrum Disorders ◽  
Verbal Fluency ◽  
Negative Impact ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Bilingual Children ◽  
Typically Developing ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
The Impact

Abstract We examine the impact of bilingualism on verbal fluency in four groups of school-age (5 to 10 years-old) children: 13 Typically-developing (TYP) monolingual children, 13 TYP bilingual children, 13 monolingual children with Autism Spectrum Disorders (ASD) and 13 bilingual children with ASD. Participants were matched on chronological age and nonverbal IQ. Verbal fluency was examined via the word association subtest of the Clinical Evaluation of Language Fundamentals (CELF-4; Semel et al., 2003). The bilingual ASD group performed unexpectedly well on the verbal fluency task, not differing from the typically-developing groups, but outperforming the monolingual ASD group with respect to number of correct words produced. These findings are in line with previous research on bilingual children with ASD (e.g., Hambly & Fombonne, 2012) and taken together suggest that bilingualism does not have a negative impact on the lexical-semantic skills of children with ASD.

scholarly journals Trajectories of imitation skills in preschoolers with Autism Spectrum Disorders

2021 ◽  
Author(s):  
Irene Pittet ◽  
Nada Kojovic ◽  
Martina Franchini ◽  
Marie Schaer
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Cognitive ◽  
Developmental Trajectories ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
The Impact

Imitation skills play a crucial role in social cognitive development from early childhood. Many studies have shown a deficit in imitation skills in children with Autism Spectrum Disorders (ASD). Little is known about the development of imitation behaviors in children with ASD. This study aims to measure the trajectories of early imitation skills in preschoolers with ASD and how these skills impact other areas of early development. For this purpose, we assessed imitation, language and cognition skills in 177 children with ASD and 43 typically developing children (TD) aged 2 to 5 years old, 126 of which were followed longitudinally, yielding a total of 396 time-points. Our results confirmed the presence of an early imitation deficit in toddlers with ASD compared to TD children. The study of the trajectories showed that these difficulties were marked at the age of two years, and gradually decreased until the age of 5 years old. Imitation skills were strongly linked with cognitive, language skills and level of symptoms in our ASD group at baseline. Moreover, the imitation skills at baseline were predictive of the language gains a year later in our ASD group. Using a data-driven clustering method, we delineated different developmental trajectories of imitation skills within the ASD group. The clinical implications of the findings are discussed, particularly the impact of an early imitation deficit on other areas of competence of the young child.

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