scholarly journals Strategies of Speech Interaction between Adults and Preschool Children with Typical and Atypical Development

2019 ◽  
Vol 9 (12) ◽  
pp. 159 ◽  
Author(s):  
Elena Lyakso ◽  
Olga Frolova ◽  
Aleksey Grigorev ◽  
Viktor Gorodnyi ◽  
Aleksandr Nikolaev
Keyword(s):  
Developmental Disorders ◽  
Autism Spectrum ◽  
Speech Development ◽  
Typically Developing ◽  
Behavior Strategies ◽  
Speech Interaction ◽  
Phonetic Features ◽  
Atypical Development ◽  
High Level ◽  
Children's Speech

The goal of this research is to study the speech strategies of adults’ interactions with 4–7-year-old children. The participants are “mother–child” dyads with typically developing (TD, n = 40) children, children with autism spectrum disorders (ASDs, n = 20), Down syndrome (DS, n = 10), and “experimenter–orphan” pairs (n = 20). Spectrographic, linguistic, phonetic, and perceptual analyses (n = 465 listeners) of children’s speech and mothers’ speech (MS) are executed. The analysis of audio records by listeners (n = 10) and the elements of nonverbal behavior on the basis of video records by experts (n = 5) are made. Differences in the speech behavior strategies of mothers during interactions with TD children, children with ASD, and children with DS are revealed. The different strategies of “mother–child” interactions depending on the severity of the child’s developmental disorders and the child’s age are described. The same features of MS addressed to TD children with low levels of speech formation are used in MS directed to children with atypical development. The acoustic features of MS correlated with a high level of TD child speech development do not lead to a similar correlation in dyads with ASD and DS children. The perceptual and phonetic features of the speech of children of all groups are described.

Dense home-based recordings reveal typical and atypical development of tense/aspect in a child with delayed language development

2017 ◽  
Vol 45 (1) ◽  
pp. 1-34 ◽  
Author(s):  
IRIS CHIN ◽  
MATTHEW S. GOODWIN ◽  
SOROUSH VOSOUGHI ◽  
DEB ROY ◽  
LETITIA R. NAIGLES
Keyword(s):  
Developmental Disorders ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Video Recordings ◽  
Home Based ◽  
Atypical Development ◽  
Production Frequency ◽  
Audio Video ◽  
Children's Speech ◽  
Delayed Language Development

AbstractStudies investigating the development of tense/aspect in children with developmental disorders have focused on production frequency and/or relied on short spontaneous speech samples. How children with developmental disorders use future forms/constructions is also unknown. The current study expands this literature by examining frequency, consistency, and productivity of past, present, and future usage, using the Speechome Recorder, which enables collection of dense, longitudinal audio-video recordings of children's speech. Samples were collected longitudinally in a child who was previously diagnosed with autism spectrum disorder, but at the time of the study exhibited only language delay [Audrey], and a typically developing child [Cleo]. While Audrey was comparable to Cleo in frequency and productivity of tense/aspect use, she was atypical in her consistency and production of an unattested future form. Examining additional measures of densely collected speech samples may reveal subtle atypicalities that are missed when relying on only few typical measures of acquisition.

scholarly journals Distinct developmental profiles in typical speech acquisition

2012 ◽  
Vol 107 (10) ◽  
pp. 2885-2900 ◽  
Author(s):  
Jennell C. Vick ◽  
Thomas F. Campbell ◽  
Lawrence D. Shriberg ◽  
Jordan R. Green ◽  
Hervé Abdi ◽  
...  
Keyword(s):  
Speech Development ◽  
Developmental Pathways ◽  
Subgroup Discovery ◽  
Typically Developing ◽  
Speech Acquisition ◽  
Typically Developing Children ◽  
Lower Lip ◽  
Syllable Duration ◽  
High Level ◽  
Syllable Stress

Three- to five-year-old children produce speech that is characterized by a high level of variability within and across individuals. This variability, which is manifest in speech movements, acoustics, and overt behaviors, can be input to subgroup discovery methods to identify cohesive subgroups of speakers or to reveal distinct developmental pathways or profiles. This investigation characterized three distinct groups of typically developing children and provided normative benchmarks for speech development. These speech development profiles, identified among 63 typically developing preschool-aged speakers (ages 36–59 mo), were derived from the children's performance on multiple measures. These profiles were obtained by submitting to a k-means cluster analysis of 72 measures that composed three levels of speech analysis: behavioral (e.g., task accuracy, percentage of consonants correct), acoustic (e.g., syllable duration, syllable stress), and kinematic (e.g., variability of movements of the upper lip, lower lip, and jaw). Two of the discovered group profiles were distinguished by measures of variability but not by phonemic accuracy; the third group of children was characterized by their relatively low phonemic accuracy but not by an increase in measures of variability. Analyses revealed that of the original 72 measures, 8 key measures were sufficient to best distinguish the 3 profile groups.

scholarly journals Senior preschool children’s speech development through dialogue with peers

2021 ◽  
Vol 102 (2) ◽  
pp. 90-97
Author(s):  
N. Khanina ◽  
◽  
I. Li ◽  
Keyword(s):  
Communication Skills ◽  
Personal Development ◽  
Role Play ◽  
Modern Society ◽  
Speech Development ◽  
Speech Interaction ◽  
Game Environment ◽  
Individual Success ◽  
Children's Speech ◽  
Communicative Abilities

The article is devoted to the relevant problem of speech development, specifically its dialogic component. The development of coherent dialogic speech as a means of forming communication skills plays an important role in the process of preschoolers’ speech development. As a form of speech interaction with other people, dialogue requires special social and speech skills from the child, the development of which occurs gradually. Dialogue for a child is the first school of mastering speech, the school of communication; it is, in fact, the base of personal development. Through dialogue children learn the grammar of their native language, its vocabulary, phonetics, and draw useful information. The topic is relevant, since the development of dialogue in preschool childhood affects the formation of speech and communicative abilities, which are one of the aspects of individual success in modern society. The article focuses on the cooperative type of activities that are particularly important for the development of dialogic speech, primarily in which children jointly create a subject-game environment, come up with a theme and develop a plot, role-play dialogues and in the course of them enter into a variety of real relationships. The program that includes a set of didactic games for older preschoolers and is aimed at improving the level of dialogic communication skills is proposed. An experiment was conducted and described in which a set of didactic games was tested. The experiment showed growth in the skills of dialogic speech.

scholarly journals Efficient Collection and Representation of Preverbal Data in Typical and Atypical Development

2020 ◽  
Vol 44 (4) ◽  
pp. 419-436 ◽  
Author(s):  
Florian B. Pokorny ◽  
Katrin D. Bartl-Pokorny ◽  
Dajie Zhang ◽  
Peter B. Marschik ◽  
Dagmar Schuller ◽  
...  
Keyword(s):  
Developmental Disorders ◽  
Audio Signal ◽  
Data Representation ◽  
Autism Spectrum ◽  
Research Trends ◽  
Special Focus ◽  
Typical Development ◽  
Audio Analysis ◽  
Novel Approaches ◽  
Atypical Development

Abstract Human preverbal development refers to the period of steadily increasing vocal capacities until the emergence of a child’s first meaningful words. Over the last decades, research has intensively focused on preverbal behavior in typical development. Preverbal vocal patterns have been phonetically classified and acoustically characterized. More recently, specific preverbal phenomena were discussed to play a role as early indicators of atypical development. Recent advancements in audio signal processing and machine learning have allowed for novel approaches in preverbal behavior analysis including automatic vocalization-based differentiation of typically and atypically developing individuals. In this paper, we give a methodological overview of current strategies for collecting and acoustically representing preverbal data for intelligent audio analysis paradigms. Efficiency in the context of data collection and data representation is discussed. Following current research trends, we set a special focus on challenges that arise when dealing with preverbal data of individuals with late detected developmental disorders, such as autism spectrum disorder or Rett syndrome.

A Naturalistic Behavioral Intervention to Increase Interaction between Siblings with and without Autism

2020 ◽  
pp. 014544552092081
Author(s):  
Laci Watkins ◽  
Theodore Tomeny ◽  
Mark O’Reilly ◽  
Katherine H. Sillis ◽  
Claudia Zamora
Keyword(s):  
Social Interaction ◽  
Autism Spectrum ◽  
Future Research ◽  
Typically Developing ◽  
Intervention Package ◽  
Adult Instruction ◽  
The Social ◽  
Reversal Design ◽  
High Level ◽  
Typically Developing Sibling

Research suggests that including typically developing siblings in interventions for children with autism spectrum disorder (ASD) may be beneficial. However, studies have predominantly involved only participants with mild symptoms of ASD and have not also reported outcomes for the typically developing sibling. The purpose of this study was to address these gaps by replicating and extending an intervention package consisting of structured, interest-based play activities, adult instruction and modeling, and response to child questions. A reversal design across two sibling dyads was used to demonstrate the effects of the intervention on the social interaction behaviors of the child with ASD and typically developing sibling. Social interaction increased for both sibling dyads, results generalized for one dyad, and multiple measures indicated a high level of social validity. Recommendations for practitioners and caregivers working with children with ASD and potential areas of future research are discussed.

Atypicalities in the developmental trajectory of cortico-striatal functional connectivity in autism spectrum disorder

Autism ◽  
2021 ◽  
pp. 136236132110419
Author(s):  
Zeng-Hui Ma ◽  
Bin Lu ◽  
Xue Li ◽  
Ting Mei ◽  
Yan-Qing Guo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Connectivity ◽  
Brain Connectivity ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Sensorimotor Network ◽  
Intrinsic Functional Connectivity ◽  
Age Related ◽  
Atypical Development

The last decades of neuroimaging research has revealed atypical development of intrinsic functional connectivity within and between large-scale cortical networks in autism spectrum disorder, but much remains unknown about cortico-subcortical developmental connectivity atypicalities. This study examined cortico-striatal developmental intrinsic functional connectivity changes in autism spectrum disorder and explored how those changes may be correlated with autistic traits. We studied 49 individuals with autism spectrum disorder and 52 age-, sex-, and head motion–matched typically developing individuals (5–30 years old (14.0 ± 5.6)) using resting-state functional magnetic resonance imaging. Age-related differences in striatal intrinsic functional connectivity were compared between the two groups by adopting functional network–based parcellations of the striatum as seeds. Relative to typically developing individuals, autism spectrum disorder individuals showed atypical developmental changes in intrinsic functional connectivities between almost all striatal networks and sensorimotor network/default network, with connectivity increasing with age in the autism spectrum disorder group and decreasing or constant in typically developing individuals. Age-related degree centrality and voxel-mirrored homotopic connectivity atypicalities in sensorimotor network/default network and voxel-mirrored homotopic connectivity disruptions in striatal regions were also observed in autism spectrum disorder. Significant correlations were found between cortico-striatal intrinsic functional connectivities and Autism Diagnostic Observation Schedule communication/repetitive and restricted-behavior subscores in autism spectrum disorder. Our results indicated that developmental atypicalities of cortico-striatal intrinsic functional connectivities might contribute to the neuropathology of autism spectrum disorder. Lay abstract Autism spectrum disorder has long been conceptualized as a disorder of “atypical development of functional brain connectivity (which refers to correlations in activity levels of distant brain regions).” However, most of the research has focused on the connectivity between cortical regions, and much remains unknown about the developmental changes of functional connectivity between subcortical and cortical areas in autism spectrum disorder. We used the technique of resting-state functional magnetic resonance imaging to explore the developmental characteristics of intrinsic functional connectivity (functional brain connectivity when people are asked not to do anything) between subcortical and cortical regions in individuals with and without autism spectrum disorder aged 6–30 years. We focused on one important subcortical structure called striatum, which has roles in motor, cognitive, and affective processes. We found that cortico-striatal intrinsic functional connectivities showed opposite developmental trajectories in autism spectrum disorder and typically developing individuals, with connectivity increasing with age in autism spectrum disorder and decreasing or constant in typically developing individuals. We also found significant negative behavioral correlations between those atypical cortico-striatal intrinsic functional connectivities and autistic symptoms, such as social-communication deficits, and restricted/repetitive behaviors and interests. Taken together, this work highlights that the atypical development of cortico-subcortical functional connectivity might be largely involved in the neuropathological mechanisms of autism spectrum disorder.

scholarly journals DETERMINATION OF CORRELATIONS BETWEEN SUBJECTS’ PSYCHOPHYSIOLOGICAL PARAMETERS AND THE RESULTS OF THE PERCEPTUAL EXPERIMENT

2021 ◽  
Author(s):  
Aleksey Grigorev ◽  
◽  
Viktor Gorodnyi
Keyword(s):  
Medical Students ◽  
Developmental Disorders ◽  
Native Speakers ◽  
Methodological Approach ◽  
Autism Spectrum ◽  
Russian Science ◽  
Lateral Asymmetry ◽  
Lateral Preference ◽  
Before And After ◽  
Atypical Development

"Nowadays in Russia, there are insufficient systematized data on the degree of preparedness of medical students and graduates to interact with children with atypical development (AD). We have developed a methodological approach to assess the interaction of medical students with AD children. The work uses a perceptual experiment during which students are presented with test sequences containing speech signals of children with typical development (TD) and AD (Down syndrome, autism spectrum disorders). During the perceptual experiment, the listeners’ behavior was being video-recorded in parallel to verify their answers using the FaceReader software determining the true emotional state by their facial expression. The students’ psycho-emotional status was evaluated using a battery of psychological tests before and after the perceptual experiment. Additionally, the subjects’ psychophysiological and physiological parameters were determined. At the first stage of the work, the speech of 16 TD and AD children (11 boys and 5 girls) was used, the listeners were 25 1st-year pediatric students and 5 experts in the field of child speech. The statistical analysis revealed correlations between the listeners’ psychophysiological characteristics (Russian-native speakers): the profile of functional lateral asymmetry, formation indicators of the phonemic hearing, the coefficient of lateral preference by speech and the success in recognizing the children’s gender, age, psychoneurological state (TD – developmental disorders), and the severity of disorders in AD children. The acoustic parameters of words classified by experts as “legible” and “illegible” were determined. The work is financially supported by the Russian Science Foundation (project 19–78–00057)."

Prosody in Children with Atypical Development

2020 ◽  
pp. 581-593
Author(s):  
Rhea Paul ◽  
Elizabeth Schoen Simmons ◽  
James Mahshie
Keyword(s):  
Developmental Disabilities ◽  
Developmental Disorders ◽  
Language Disorder ◽  
Autism Spectrum ◽  
Assessment And Treatment ◽  
Primary Disorder ◽  
Atypical Development ◽  
Using Data ◽  
The Impact ◽  
Electrophysiologic Studies

Atypicalities of communication development are among the most common developmental disabilities. As an aspect of communication, prosody is frequently affected in children with atypical development, sometimes as one concomitant of a primary disorder and, in rarer cases, as a prominent feature of the communication profile. This chapter reviews four developmental disorders in which prosody is frequently impaired: autism spectrum disorder, developmental language disorder, cerebral palsy, and hearing loss. Brief descriptions of the impact of each of these disorders on communicative function will be presented. Effects on prosody, including prevalence of prosodic dysfunction within each disorder and the perceptual and acoustic characteristics of the associated prosodic deficits, will be explored. Strategies for assessing and treating prosodic deficits in current clinical use will be outlined. Discussion will focus on potential a etiologies for the observed prosodic deficits, using data from behavioural, genetic, neuroimaging, and electrophysiologic studies, as well as the interpretation of findings on prosodic atypicalities in light of current linguistic, psycholinguistic, and neurolinguistic understanding of language function. Recommendations for further research on the characteristics, assessment, and treatment of prosodic disorders in developmental disabilities will be provided.

scholarly journals Perceptual inference is impaired in individuals with ASD and intact in individuals who have lost the autism diagnosis

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Sagi Jaffe-Dax ◽  
Inge-Marie Eigsti
Keyword(s):  
Preceding Trial ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Autism Diagnosis ◽  
Perceptual Inference ◽  
Sensory Sensitivities ◽  
Trial Stimulus ◽  
The Social ◽  
High Level

Abstract Beyond the symptoms which characterize their diagnoses, individuals with autism spectrum disorder (ASD) show enhanced performance in simple perceptual discrimination tasks. Often attributed to superior sensory sensitivities, enhanced performance may also reflect a weaker bias towards previously perceived stimuli. This study probes perceptual inference in a group of individuals who have lost the autism diagnosis (LAD); that is, they were diagnosed with ASD in early childhood but have no current ASD symptoms. Groups of LAD, current ASD, and typically developing (TD) participants completed an auditory discrimination task. Individuals with TD showed a bias towards previously perceived stimuli—a perceptual process called “contraction bias”; that is, their representation of a given tone was contracted towards the preceding trial stimulus in a manner that is Bayesian optimal. Similarly, individuals in the LAD group showed a contraction bias. In contrast, individuals with current ASD showed a weaker contraction bias, suggesting reduced perceptual inferencing. These findings suggest that changes that characterize LAD extend beyond the social and communicative symptoms of ASD, impacting perceptual domains. Measuring perceptual processing earlier in development in ASD will tap the causality between changes in perceptual and symptomatological domains. Further, the characterization of perceptual inference could reveal meaningful individual differences in complex high-level behaviors.

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