Comparision of Language Features, Autism Spectrum Symptoms in Children Diagnosed with Autism Spectrum Disorder, Developmental Language Delay and Healthy Controls

Özyurt, Gonca; Elikucuk, Cagla Dinsever

doi:10.5152/npa.2017.19407

Cited by 10 publications

(10 citation statements)

References 51 publications

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“…It has been established that language develops commonly by speaking experiences and conditions. Although it depends on cognitive improvement, physiological reliability, and verbal competencies, the environmental demands and support are identified to be vital in the child's learning process [19].…”

Section: Impact Of Asd Characteristics On Learning Abilitymentioning

confidence: 99%

Learning Difficulties and Oxidative Stress in Autism Spectrum Disorder: A Review of the Role of Nutritional Interventions

et al. 2021

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Although much is known about how to educate children with autism spectrum disorder (ASD), with program success strategies commonly suggested, autistic children are nevertheless at increased risk of poor academic performance. It has been documented that autistic children have significant behavioral problems that influence their learning abilities. Among these problems are poor social skills, impaired language and communication skills, hyperactivity, and repetitive behavior, making these young students at risk of poor long-term school adjustment. Based on our understanding of the etiological mechanisms of ASD, we have examined potential methods of improving the learning ability of autistic children through nutritional interventions that may relieve oxidative stress, which is one of the main etiologies of this disorder that control other contributing factors known to affect general cognition (e.g., brain inflammation and glutamate excitotoxicity). In this study, we have also examined the relationship between nutrient supplementation and the improvement of learning progress in autistic children.

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Section: Impact Of Asd Characteristics On Learning Abilitymentioning

confidence: 99%

Learning Difficulties and Oxidative Stress in Autism Spectrum Disorder: A Review of the Role of Nutritional Interventions

et al. 2021

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“…Individuals with ASD can experience communication deficits in both receptive and expressive language (Özyurt & Eliküçük, 2018 ). Due to the high demand for verbal comprehension inherent in PCIT, studies with PCIT have frequently limited the enrollment to children who have receptive language skills of at least 24 months (Beverly & Zlomke, 2019 ; Owen et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Parent–Child Interaction Therapy for Children with Disruptive Behaviors and Autism: A Randomized Clinical Trial

Allen

Harrington

Quetsch

et al. 2022

J Autism Dev Disord

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A relatively large number of children with autism spectrum disorder (ASD) exhibit disruptive behavioral problems. While accumulating data have shown behavioral parent training programs to be efficacious in reducing disruptive behaviors for this population, there is a dearth of literature examining the impact of such programs across the range of ASD severity. To evaluate the effectiveness of Parent–Child Interaction Therapy (PCIT), an evidence-based treatment for children with problem behaviors and their families, in reducing disruptive behaviors among children (4–10 years) with ASD (without intellectual disabilities). Fifty-five children (85.5% male, 7.15 years; SD 1.72) were enrolled from pediatric offices and educational settings into a randomized clinical trial (PCIT: N = 30; Control: N = 25). PCIT families demonstrated a significant reduction in child disruptive behaviors, increase in positive parent–child communication, improvement in child compliance, and reduction in parental stress compared to the control group. Exploratory analyses revealed no differential treatment response based on ASD severity, receptive language, and age. Results are promising for the use of PCIT with children demonstrating disruptive behaviors across the autism spectrum.

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“…While some studies have argued that language comprehension (receptive language) is more impaired than language production (expressive language) in autistic children and EL-siblings [e.g., 2,23,24,25], a recent meta-analysis showed that, on average, receptive and expressive language are equally impaired, although individual differences are present [26].…”

Section: Introductionmentioning

confidence: 99%

Factors Associated with Receptive and Expressive Language in Autistic Children and Siblings: A systematic review

Mues

Schaubroeck

Demurie

et al. 2022

Preprint

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Background Language abilities of autistic children and children at elevated likelihood for autism (EL-siblings) are highly heterogeneous, and many of them develop language deficits. It is as of yet unclear why language abilities of autistic children and EL-siblings vary, although a multifactorial risk model for language deficits seems more plausible than a single exploratory factor. In this review, we discuss research articles that identify factors implicated in the receptive or expressive language abilities of autistic children and EL-siblings since the introduction of the DSM-5. Method The search strategy of this review followed the PRISMA guidelines. The following databased were consulted: Embase, MEDLINE, Web of Science Core Collection and Scopus. Risk of bias (ROB) assessment was completed on using the Newcastle-Ottawa Scales. Results Out of 25624 records screened, 54 articles were included. We identified 56 factors implicated in receptive or expressive language abilities of autistic children and EL-siblings and divided them into ten categories: autism traits; biological factors; brain-based factors; child characteristics and early child development; environmental factors; gestures; motor skills; parental input; social factors and other factors. Although many of the identified variables were only examined in one article, some well-researched factors stood out, in particular joint attention, nonverbal cognitive abilities and frontal EEG power. Conclusions Our results confirm that a multifactorial risk model is most likely for language deficits in autism. Important aspects that should be considered in such a model are, amongst others, social factors such as joint attention, child characteristics such as nonverbal cognition, and neurocognitive factors.

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Comparision of Language Features, Autism Spectrum Symptoms in Children Diagnosed with Autism Spectrum Disorder, Developmental Language Delay and Healthy Controls

Cited by 10 publications

References 51 publications

Learning Difficulties and Oxidative Stress in Autism Spectrum Disorder: A Review of the Role of Nutritional Interventions

Learning Difficulties and Oxidative Stress in Autism Spectrum Disorder: A Review of the Role of Nutritional Interventions

Parent–Child Interaction Therapy for Children with Disruptive Behaviors and Autism: A Randomized Clinical Trial

Factors Associated with Receptive and Expressive Language in Autistic Children and Siblings: A systematic review

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