Expressive Dominant Versus Receptive Dominant Language Patterns in Young Children: Findings from the Study to Explore Early Development

Reinhartsen, Debra B.; Tapia, Amanda L.; Watson, Linda R.; Crais, Elizabeth; Bradley, Chyrise B.; Fairchild, J. Kaci; Herring, Amy H.; Daniels, Julie L.

doi:10.1007/s10803-019-03999-x

Cited by 10 publications

(7 citation statements)

References 34 publications

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“…The majority of published studies report that, in ASD, receptive language is more impaired than expressive language [5,11,[16][17][18][19][20][21], but this finding has not been completely confirmed [22,23]. Moreover, the issue of the discrepancy between receptive and expressive competences is still unclear in terms of whether it should be considered as a possible marker of ASD, or whether both receptive and expressive language difficulties are comorbid to ASD.…”

Section: Introductionmentioning

confidence: 99%

Grammatical Comprehension in Italian Children with Autism Spectrum Disorder

et al. 2020

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Language deficits represent one of the most relevant factors that determine the clinical phenotype of children with autism spectrum disorder (ASD). The main aim of the research was to study the grammatical comprehension of children with ASD. A sample of 70 well-diagnosed children (60 boys and 10 girls; aged 4.9–8 years) were prospectively recruited. The results showed that language comprehension is the most impaired language domain in ASD. These findings have important clinical implications, since the persistence of grammatical receptive deficits may have a negative impact on social, adaptive and learning achievements. As for the grammatical profiles, persistent difficulties were found during the school-age years in morphological and syntactic decoding in children with relatively preserved cognitive and expressive language skills. These data and the lack of a statistically significant correlation between the severity of ASD symptoms and language skills are in line with the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) perspective that considers the socio-communication disorder as a nuclear feature of ASD and the language disorder as a specifier of the diagnosis and not as a secondary symptom anymore. The presence of receptive difficulties in school-age ASD children with relatively preserved non-verbal cognitive abilities provides important hints to establish rehabilitative treatments.

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Section: Introductionmentioning

confidence: 99%

Grammatical Comprehension in Italian Children with Autism Spectrum Disorder

et al. 2020

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“…multiracial) with American Indian or Alaskan Native or Other. Reinhartsen et al (2019) reported maternal ethnicity and race, which may differ from the ethnicity and race of their child. While this information is useful, the focus in research studies should be on the identified participant’s demographic characteristics.…”

Section: Resultsmentioning

confidence: 99%

Studies pertaining to language impairment in school-age autistic individuals underreport participant socio-demographics: A systematic review

Girolamo

Shen

Monroe‐Gulick

et al. 2023

Autism

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Autism research tends to exclude racially and ethnically minoritized autistic individuals, limiting the quality of the evidence base for characterizing and diagnosing language impairment in racially and ethnically minoritized autistic individuals. This systematic review examines reporting practices for participant socio-demographics in studies pertaining to language impairment in autistic school-age individuals using age-referenced assessments. This review was preregistered (PROSPERO: CRD42021260394) and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol. Database searches took place in August of 2021 in Linguistics and Language Behavior Abstracts, PsycINFO, PubMed, and the Directory of Open Access Journals, for publications during 1980–2021. Search terms included three essential concepts: autism, language, and age. Two coders independently screened and evaluated articles. Of qualifying studies ( n = 59), 17 (29%) reported any information on participant race and ethnicity; in these studies, participants were at least 77% white. Thirty-two studies (54%) reported gender or sex; just 10 studies (17%) reported socio-economic status using multiple indicators. These findings indicate insufficient adherence to reporting guidelines and systematic exclusion of racially and ethnically minoritized. Future work must address replicable reporting and inclusion in autism research. Lay abstract Although exclusion of racially and ethnically minoritized autistic individuals from research is a long-standing issue, we have yet to determine how exclusion impacts areas of autism research important for identifying language impairment. Diagnosis depends on the quality of the evidence (i.e. research) and is often the pathway to gaining access to services. As a first step, we examined how research studies related to language impairment in school-age autistic individuals report participant socio-demographics. We analyzed reports using age-referenced assessments in English ( n = 60), which are commonly used by both practitioners and researchers to diagnose or identify language impairment. Findings showed only 28% of studies reported any information on race and ethnicity; in these studies, most (at least 77%) of the participants were white. In addition, only 56% of studies reported gender or sex and specified what they were reporting (gender, sex, or gender identity). Just 17% reported socio-economic status using multiple indicators. Altogether, findings indicate broad issues with underreporting and exclusion of racially and ethnically minoritized individuals, which might overlay with other aspects of identity including socio-economic status. It is impossible to determine the extent and precise nature of exclusion without intersectional reporting. To ensure that language in autism research is representative of the autistic population, future research must implement reporting guidelines and broaden inclusion of who participates in research studies.

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“…Cluster #10 is also the most internally homogeneous cluster out of all major clusters. Contributing papers in this cluster discuss the developmental trajectory of ASD from diagnosis to adulthood [ 193 , 194 , 195 ], as well as the unique issues faced in early childhood [ 196 , 197 , 198 ] to the intersection between ASD and other health and social conditions in adulthood [ 199 , 200 , 201 ]. A major cited reference in this cluster, with a citation frequency of 100, dealt with the psychiatric co-morbidities of ASD in childhood [ 202 ].…”

Section: Discussionmentioning

confidence: 99%

Recent Developments in Autism Genetic Research: A Scientometric Review from 2018 to 2022

Lim

Carollo

Dimitriou³

et al. 2022

Genes

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Genetic research in Autism Spectrum Disorder (ASD) has progressed tremendously in recent decades. Dozens of genetic loci and hundreds of alterations in the genetic sequence, expression, epigenetic transformation, and interactions with other physiological and environmental systems have been found to increase the likelihood of developing ASD. There is therefore a need to represent this wide-ranging yet voluminous body of literature in a systematic manner so that this information can be synthesised and understood at a macro level. Therefore, this study made use of scientometric methods, particularly document co-citation analysis (DCA), to systematically review literature on ASD genetic research from 2018 to 2022. A total of 14,818 articles were extracted from Scopus and analyzed with CiteSpace. An optimized DCA analysis revealed that recent literature on ASD genetic research can be broadly organised into 12 major clusters representing various sub-topics. These clusters are briefly described in the manuscript and potential applications of this study are discussed.

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Expressive Dominant Versus Receptive Dominant Language Patterns in Young Children: Findings from the Study to Explore Early Development

Cited by 10 publications

References 34 publications

Grammatical Comprehension in Italian Children with Autism Spectrum Disorder

Grammatical Comprehension in Italian Children with Autism Spectrum Disorder

Studies pertaining to language impairment in school-age autistic individuals underreport participant socio-demographics: A systematic review

Recent Developments in Autism Genetic Research: A Scientometric Review from 2018 to 2022

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