Brief Report: Enhanced Picture Naming in Autism

Walenski, Matthew; Mostofsky, Stewart H.; Gidley-Larson, Jennifer C.; Ullman, Michael T.

doi:10.1007/s10803-007-0513-y

Cited by 62 publications

(60 citation statements)

References 30 publications

(37 reference statements)

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“…We focused on boys because autism has a much higher prevalence in boys (Lord and Spence 2006), and because prior work suggests sex differences in the processing of language (Ullman et al 2008; Walenski et al 2008). Diagnosis of autism was based on DSM-IV criteria and confirmed using both the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule-Generic (ADOS-G) (Lord et al 2000; Lord et al 1994).…”

Section: Methodsmentioning

confidence: 99%

“…Based on the two-stage process mentioned above, only subsets of these participant-, task- or item-level factors were included in the final regression models (for similar approaches, see Walenski et al 2008; Walenski et al 2007). After including all covariates in each initial model (stage 1), covariates that did not predict the dependent variable ( p •;0.20) in the model were excluded (stage 2), and the model was then re-run with only the remaining covariates.…”

Section: Methodsmentioning

confidence: 99%

“…Language impairments are consistently found in pragmatics (the knowledge required to use and interpret language appropriately in social and real world contexts), even in high functioning individuals. In contrast, performance at tasks involving single words, in both receptive and expressive domains, does not show consistent impairments, and in some individuals may be spared or even enhanced in some respects relative to typically developing controls (Lord and Paul 1997; Luyster and Lord 2009; Minshew et al 1997; Norbury et al 2010; Walenski et al 2008; Walenski et al 2006). …”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Inflectional morphology in high-functioning autism: Evidence for speeded grammatical processing

Walenski¹,

Mostofsky²,

Ullman³

2014

Research in Autism Spectrum Disorders

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Autism is characterized by language and communication deficits. We investigated grammatical and lexical processes in high-functioning autism by contrasting the production of regular and irregular past-tense forms. Boys with autism and typically-developing control boys did not differ in accuracy or error rates. However, boys with autism were significantly faster than controls at producing rule-governed past-tenses (slip-slipped, plim-plimmed, bring-bringed), though not lexically-dependent past-tenses (bring-brought, squeeze-squeezed, splim-splam). This pattern mirrors previous findings from Tourette syndrome attributed to abnormalities of frontal/basal-ganglia circuits that underlie grammar. We suggest a similar abnormality underlying language in autism. Importantly, even when children with autism show apparently normal language (e.g., in accuracy or with diagnostic instruments), processes and/or brain structures subserving language may be atypical in the disorder.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Inflectional morphology in high-functioning autism: Evidence for speeded grammatical processing

Walenski¹,

Mostofsky²,

Ullman³

2014

Research in Autism Spectrum Disorders

Self Cite

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“…Furthermore, performance in various perceptual tasks co-varies between autistic individuals, indicating that it depends on a single domain-general factor (Meilleur et al, 2014). Language capacities that are preserved in AS-SOD individuals, as well as special language abilities, mostly involve the perceptual processing of language: for example, reading or reproducing a phonological sequence (Grigorenko et al, 2003) or the use of language labels to map the environment (Walenski et al, 2008).…”

Section: Interpretation Of Between-group Differences In Activitymentioning

confidence: 99%

Speech acquisition predicts regions of enhanced cortical response to auditory stimulation in autism spectrum individuals

Samson

Zeffiro

Doyon

et al. 2015

Journal of Psychiatric Research

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A continuum of phenotypes makes up the autism spectrum (AS). In particular, individuals show large differences in language acquisition, ranging from precocious speech to severe speech onset delay. However, the neurological origin of this heterogeneity remains unknown. Here, we sought to determine whether AS individuals differing in speech acquisition show different cortical responses to auditory stimulation and morphometric brain differences. Whole-brain activity following exposure to non-social sounds was investigated. Individuals in the AS were classified according to the presence or absence of Speech Onset Delay (AS-SOD and AS-NoSOD, respectively) and were compared with IQ-matched typically developing individuals (TYP). AS-NoSOD participants displayed greater task-related activity than TYP in the inferior frontal gyrus and peri-auditory middle and superior temporal gyri, which are associated with language processing. Conversely, the AS-SOD group only showed enhanced activity in the vicinity of the auditory cortex. We detected no differences in brain structure between groups. This is the first study to demonstrate the existence of differences in functional brain activity between AS individuals divided according to their pattern of speech development. These findings support the Trigger-threshold-target model and indicate that the occurrence of speech onset delay in AS individuals depends on the location of cortical functional reallocation, which favors perception in AS-SOD and language in AS-NoSOD.

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“…However, language difficulties in ASD appear to be heavily related to grammar abnormalities, while vocabulary/lexical knowledge is less impaired or even enhanced in those with ASD [2,31,32]. For instance, children with ASD tend to use less syntactic complexity compared to children with other developmental disabilities and their typically developing peers [33,34].…”

Section: Grammar Deficitsmentioning

confidence: 99%

Behavioral Effects of Transcranial Direct Current Stimulation on Motor and Language Planning in Minimally Verbal Children with Autism Spectrum Disorder (ASD): Feasibility, Limitations and Future Directions

Hupfeld¹,

Ketcham²

2016

J Child Dev Disord

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Autism Spectrum Disorder (ASD) affects millions of individuals in the United States, with 1 in 68 American children currently diagnosed. Individuals with ASD exhibit profound planning deficits, in both motor and language. This study considers how anodal transcranial direct current stimulation (tDCS)-which passes a weak electrical current between two electrodes and facilitates neuronal activity-might be used as a novel rehabilitation technique for children with ASD. Anodal tDCS has been shown to improve motor planning in neurotypical individuals and has been implicated in improving grammar acquisition in children with ASD. Three minimally verbal children with diagnosed or suspected ASD received a low current intensity of tDCS (0.4 mA) for a long duration (90 minutes). Children completed reaction time, balance, and fine motor skill planning tasks before and after receiving tDCS. During stimulation, participants engaged in combined speech/occupational therapy activities. Data collection is limited because of the difficulties in testing this population. However, observations from work have indicated that tDCS is feasible in children with ASD, and tDCS is potentially capable of inducing long-lasting improvements in motor planning and grammar use in children with ASD.

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Brief Report: Enhanced Picture Naming in Autism

Cited by 62 publications

References 30 publications

Inflectional morphology in high-functioning autism: Evidence for speeded grammatical processing

Inflectional morphology in high-functioning autism: Evidence for speeded grammatical processing

Speech acquisition predicts regions of enhanced cortical response to auditory stimulation in autism spectrum individuals

Behavioral Effects of Transcranial Direct Current Stimulation on Motor and Language Planning in Minimally Verbal Children with Autism Spectrum Disorder (ASD): Feasibility, Limitations and Future Directions

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