Language benchmarks in children with autism spectrum disorders: Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders

Tager–Flusberg, Helen; Rogers, Sally J.; Cooper, Jill; Landa, Rebecca; Lord, Catherine; Paul, Rhea; Rice, Mabel L.; Stoel‐Gammon, Carol; Wetherby, Amy M.; Yoder, Paul R.

doi:10.1037/e515072009-001

Cited by 78 publications

(152 citation statements)

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“…These experts were assembled by the National Institute on Deafness and Other Communication Disorders for the purpose of creating a set of guidelines and objective criteria for defining spoken language development in children with ASD across the areas of phonology, vocabulary, grammar, and pragmatics in order to evaluate the efficacy of interventions that target spoken language acquisition as part of treatment research studies or in applied settings (Tager-Flusberg et al, 2009). These benchmarks provide a systematic way to describe research participants and outcomes as well as acting as a standard set of clinical guidelines.…”

Section: Expressive Language Benchmarksmentioning

confidence: 99%

Using Spoken Language Benchmarks to Characterize the Expressive Language Skills of Young Children With Autism Spectrum Disorders

Ellawadi

Weismer

2015

Am J Speech Lang Pathol

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Purpose Spoken language benchmarks proposed by Tager-Flusberg et al. (2009) were used to characterize communication profiles of toddlers with autism spectrum disorders and to investigate if there were differences in variables hypothesized to influence language development at different benchmark levels. Method The communication abilities of a large sample of toddlers with autism spectrum disorders ( N = 105) were characterized in terms of spoken language benchmarks. The toddlers were grouped according to these benchmarks to investigate whether there were differences in selected variables across benchmark groups at a mean age of 2.5 years. Results The majority of children in the sample presented with uneven communication profiles with relative strengths in phonology and significant weaknesses in pragmatics. When children were grouped according to one expressive language domain, across-group differences were observed in response to joint attention and gestures but not cognition or restricted and repetitive behaviors. Conclusion The spoken language benchmarks are useful for characterizing early communication profiles and investigating features that influence expressive language growth.

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Section: Expressive Language Benchmarksmentioning

confidence: 99%

Using Spoken Language Benchmarks to Characterize the Expressive Language Skills of Young Children With Autism Spectrum Disorders

Ellawadi

Weismer

2015

Am J Speech Lang Pathol

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“…Challenges with syllable combinations (within or across words) can impact a children from late-talking toddlers to children with apraxia of speech [17,42]. In addition, there is indication that one out of every three children with ASD do not develop functional speech at all 2 [5].…”

Section: Background and Literature Reviewmentioning

confidence: 99%

“…Hence, the natural development of social behavior, such as spoken communication, is significantly disrupted. This results in detrimental effects on many aspects of their lives [17,42]. We therefore sought alternative forms of presentation and feedback to facilitate their learning to communicate.…”

Section: Introductionmentioning

confidence: 99%

“…To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. to combine syllables is a critical milestone in speech development [17,42], and is key to optimizing language growth. However, some children with Autism Spectrum Disorders (ASD) 1 and Speech Delays (SPD) do not develop language on their own from the input typically presented to them (i.e., via the auditory modality [27]).…”

Section: Introductionmentioning

confidence: 99%

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Designing visualizations to facilitate multisyllabic speech with children with autism and speech delays

Hailpern

Harris

Botz

et al. 2012

Proceedings of the Designing Interactive Systems Conference

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The ability of children to combine syllables represents an important developmental milestone. This ability is often delayed or impaired in a variety of clinical groups, including children with autism spectrum disorders (ASD) and speech delays (SPD). Prior work has demonstrated successful use of computer-based voice visualizations to facilitate speech production and vocalization in children with and without ASD/SPD. While prior work has focused on increasing frequency of speech-like vocalizations or accuracy of speech sound production, we believe that there is a potential new direction of research: exploration of real-time visualizations to shape multisyllabic speech. Over two years we developed VocSyl, a real-time voice visualization system. Rather than building visualizations based on what adult clinicians and software designers may think is needed, we designed VocSyl using the Task Centered User Interface Design (TCUID) methodology throughout the design process. Children with ASD and SPD, targeted users of the software, were directly involved in the development process, allowing us to focus on what these children demonstrate they require. This paper presents the results of our TCUID design cycle of VocSyl, as well as design guidelines for future work with children with ASD and SPD.

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“…Careful attention was paid to studies on spoken or written language ability in children with autism that included direct assessment using standardized tests assessing aspects of receptive and expressive language particularly in the lexical/semantic and syntactic domains of language. This decision is in keeping with the recently proposed and recommended assessment framework for younger children with ASD by experts on language disorders in autism convened by the National Institute on Deafness and Other Communication Disorders (NIDCD) (Tager-Flusberg, Rogers, Cooper, Landa, Lord, Paul, et al, 2009). Likewise, studies on literacy functioning and achievement in children with HFA were carefully screened for an emphasis on critical aspects of reading competency identified by the Report of the National Reading Panel (NIH, 2000), including phonological awareness, word reading accuracy, and reading comprehension.…”

mentioning

confidence: 99%

Variability in Language and Reading in High-Functioning Autism

Gabig¹

2011

A Comprehensive Book on Autism Spectrum Disorders

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Language benchmarks in children with autism spectrum disorders: Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders

Cited by 78 publications

References 0 publications

Using Spoken Language Benchmarks to Characterize the Expressive Language Skills of Young Children With Autism Spectrum Disorders

Using Spoken Language Benchmarks to Characterize the Expressive Language Skills of Young Children With Autism Spectrum Disorders

Designing visualizations to facilitate multisyllabic speech with children with autism and speech delays

Variability in Language and Reading in High-Functioning Autism

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