39. Communication, language, and speech in young children with autism spectrum disorder (ASD)

Dromi, Esther; Rum, Yonat; Florian, Jessica Goldberg

doi:10.1515/9781614514909-040

Cited by 8 publications

(4 citation statements)

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“…Both abilities require motor skills and rely on motor skills that mature over time in the second year of life. No differences were found between boys and girls in receptive vocabulary size, an ability that does not require oral-motor skills and is associated with mental-cognitive skills (Dromi, 2018). Another assumption could be that parents expect girls to talk more and earlier.…”

Section: Resultsmentioning

confidence: 99%

“…This finding is in accord with those from other languages (Fenson et al, 1994; Frank et al, in press; Urm & Tulviste, 2016). The explanation we give to the important finding of an advantage in early lexical growth for children who are raised individually at home during the first two years of life is derived from the socio-pragmatic developmental theories that highlight the significance of parent-child dyadic interactions in early childhood (Adamson, 1995; Dromi, 2018, Kasari, Freeman & Paparella, 2006). First-born children and those who are cared for in a one-on-one setting are involved more in interactions with adults, who facilitate the language acquisition process.…”

Section: Resultsmentioning

confidence: 99%

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The Hebrew Web Communicative Development Inventory (MB-CDI): Lexical Development Growth Curves

Gendler-Shalev

Dromi

2021

J. Child Lang.

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This article presents data on lexical development of 881 Israeli Hebrew-speaking monolingual toddlers ages 1;0 to 2;0. A Web-based version of the Hebrew MacArthur-Bates Communicative Development Inventories (H-MB-CDI) was used for data collection. Growth curves for expressive vocabulary, receptive vocabulary, actions and gestures were characterized. Developmental trajectories of toddlers with various demographic characteristics, such as education, income, religiosity level, birth order of the child, and child-care arrangements were compared. Results show that the lexical growth curves for Hebrew are comparable to those reported for other languages. Sex, birth order, and child-care arrangements were found to influence the size of lexicons. It is recommended that the trajectories presented here be used as norms for lexical growth among typical Hebrew-speaking toddlers in the second year of life.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The Hebrew Web Communicative Development Inventory (MB-CDI): Lexical Development Growth Curves

Gendler-Shalev

Dromi

2021

J. Child Lang.

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“…In an article by Dromi, Rum and Florian (2018) with regard to the communication of young people with autism with ASD, their spoken language may range from very low levels of listening and understanding, clear and accurate expression and production, and participation in the dialogue. Still, according to research estimates, as they emphasize, 15-20% of people with ASD fail to learn even single words for communication purposes, while about 50% face difficulties in expressive skills until adolescence, such as phonology, syntax, grammar, semantics and pragmatics.…”

Section: Discussionmentioning

confidence: 99%

Teaching Practices of Oral Language and Reading Skills in Students With Autism Spectrum Disorder

Panopoulos¹,

Korea²

2022

EJSE

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Communication includes a wide range of difficulties for students with Autism Spectrum Disorder (ASD) from acquisition and processing of information and verbal expression to reading and writing. Therefore, these students face challenges in their school life. The purpose of this research is to evaluate and apply teaching practices for the cultivation of oral and reading skills in students with ASD The methodology used was action research in three general secondary schools and lasted 3 years. The research was conducted in Greece by the second teacher of the class who only supported students with special educational needs. Specifically, we conducted three case studies of students with an average age of 15.3 years. Students were diagnosed with ASD. Qualitative data from the action research were collected through observation methodology with informal pedagogical evaluation in checklists of basic skills. Furthermore, the methodology of the intervention with field notes was applied to the form of the teaching interaction. The results showed that students respond to comprehensive differentiated teaching interventions, which include oral speech and reading comprehension activities. Article visualizations:<img src="/-counters-/edu_01/0912/a.php" alt="Hit counter" />

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“…Another well-known difficulty is the marked heterogeneity in cognitive, communication, and linguistic abilities of children with ASD [22][23][24][25][26]. Language skills span the entire continuum from no speech or functional speech, to mastery levels of comprehension, production, and literacy, while autism severity ranges from very severe to very mild.…”

Section: Issues and Challenges In Diagnosticsmentioning

confidence: 99%

Issues in Identification and Assessment of Children with Autism and a Proposed Resource Toolkit for Speech-Language Pathologists

Hus¹

2017

Folia Phoniatr Logop

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Background:The prevalence of autism spectrum disorder (ASD) has increased significantly in the last decade as have treatment choices. Nonetheless, the vastly diverse autism topic includes issues related to naming, description, identification, assessment, and differentiation from other neurodevelopmental conditions. ASD issues directly impact speech-language pathologists (SLPs) who often see these children as the second contact, after pediatric medical practitioners. Because of shared symptomology, differentiation among neurodevelopmental disorders is crucial as it impacts treatment, educational choices, and the performance trajectory of affected children. Objectives: To highlight issues in: identification and differentiation of ASD from other communication and language challenges, the prevalence differences between ASD gender phenotypes, and the insufficient consideration of cultural factors in evaluating ASD in children. A second objective was to propose a tool to assist SLPs in the management of autism in children. Summary: A universal resource toolkit development project for SLP communities at large is proposed. The resource is comprised of research-based observation and screening tools for caregivers and educators, as well as parent questionnaires for portraying the children's function in the family, cultural community, and educational setting.

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39. Communication, language, and speech in young children with autism spectrum disorder (ASD)

Cited by 8 publications

References 0 publications

The Hebrew Web Communicative Development Inventory (MB-CDI): Lexical Development Growth Curves

The Hebrew Web Communicative Development Inventory (MB-CDI): Lexical Development Growth Curves

Teaching Practices of Oral Language and Reading Skills in Students With Autism Spectrum Disorder

Issues in Identification and Assessment of Children with Autism and a Proposed Resource Toolkit for Speech-Language Pathologists

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