Language Development in Autism

Gernsbacher, Morton Ann; Morson, Emily M.; Grace, Elizabeth J.

doi:10.1016/b978-0-12-407794-2.00070-5

Cited by 41 publications

(36 citation statements)

References 62 publications

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“…Atypical gesture use has been identified as one of five 'red flags' that emerge during early development in individuals with ASD (Wetherby et al 2007). As with individuals with FXS, language development is often delayed in individuals with ASD (Gernsbacher et al 2015), and there is evidence that abnormal patterns of early gesture use predict later language delays in ASD (Bopp & Mirenda 2011). Recent literature has explored these patterns of impaired gesture use among infant siblings of children with ASD (high-risk siblings), who are at increased risk for developing ASD (Ozonoff et al 2011).…”

Section: Gesture Use Associated With Asd Riskmentioning

confidence: 99%

Early gesture use in fragile X syndrome

Rague

Caravella

Tonnsen

et al. 2018

J intellect Disabil Res

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This study presents the first longitudinal analysis of early gesture development in FXS by using a multigroup design, clarifying the relative roles of cognitive deficits and ASD symptom severity in the development of gesture use in FXS. These findings offer novel evidence that early gesture use in FXS may reflect broader features of the FXS phenotype rather than predicting later social-communicative deficits characteristic of comorbid ASD.

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Section: Gesture Use Associated With Asd Riskmentioning

confidence: 99%

Early gesture use in fragile X syndrome

Rague

Caravella

Tonnsen

et al. 2018

J intellect Disabil Res

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“…Social communication skills and impairments in this group vary widely. Some individuals experience significant impairments in all areas of communication (including language, speech and pragmatic functions), with minimal intentional communication use and/or significantly disordered language, while others with autism may have more subtle difficulties with conversation and impaired pragmatic language, and higher level language difficulties (Gernsbacher et al 2015). For those with autism and a comorbid language disorder, difficulties may include impairments in structural language and receptive language abilities (Loucas et al 2008), grammatical errors or limited vocabulary (Wittke et al 2017).…”

Section: Introductionmentioning

confidence: 99%

Telehealth and autism: Are telehealth language assessments reliable and feasible for children with autism?

Sutherland

Trembath

Redoblado-Hodge

et al. 2018

Intl J Lang & Comm Disor

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Background Access to timely and appropriate speech–language pathology (SLP) services is a significant challenge for many families. Telehealth has been used successfully to treat a range of communication disorders in children and adults. Research examining the use of telehealth for children with autism has focused largely on diagnosis, parent‐implemented interventions, and behavioural interventions involving interactions between clinicians and parents. There is, however, very limited research into the use of telehealth directly to assess or intervene with children with autism. This paper reports the outcomes of a study of telehealth language assessments with primary school‐aged children with autism. Aims To evaluate the reliability and feasibility of telehealth language assessments for school‐aged children with autism. Methods & Procedures The language skills of 13 children with autism aged 9–12 who attended mainstream schools or support classes were assessed using the Clinical Evaluation of Language Fundamentals—4th Edition. An SLP delivered and scored four subtests of the assessment via telehealth from a remote location. A second SLP at the same location as the child co‐scored the online subtests to provide a measure of reliability and delivered the remaining subtests. The local SLP completed checklists in both conditions to provide observations regarding behaviour. Parent feedback was elicited via survey. Outcomes & Results There was strong interrater reliability between the telehealth and face‐to‐face conditions (correlation coefficients ranged from r = 0.919 to 0.990 across the subtests and Core Language Score) and good agreement between clinicians on all measures. Analysis using the Wilcoxon Signed Rank test indicated no significant differences in children's behaviour between the telehealth and face‐to‐face conditions, although variation between individuals was observed. Parents provided generally positive feedback about the use of telehealth for the assessments. Conclusions & Implications The findings of this study provide preliminary support the use of telehealth assessments of school‐aged children with autism. Comparison of telehealth and face‐to‐face assessment scores showed high agreement and correlation, and while the children showed individual differences in their behaviour during the telehealth sessions, there was no clear difference between the conditions at the group level. The findings suggest that telehealth may present a reliable and feasible approach to the assessment of language for children with autism in some circumstances as a primary or adjunct service model, while acknowledging that individual differences among these children may be important to consider when planning both assessment and intervention via telehealth.

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“…During autistic development, difficulty producing pronouns can persist longer than it persists during typical development (Noterdaeme et al 2010); however, many aspects of language development can be protracted during autistic development (Ellis Weismer et al 2011, Gernsbacher et al 2015). Most difficulties with pronoun production are resolved with continued development.…”

Section: Pronoun Use In Autistic Speechmentioning

confidence: 99%

“…These researchers claim not only that autistic children’s language development can be delayed, which is a well-established phenomenon (Gernsbacher et al 2015), but also that autistic children’s comprehension of language is even more delayed than their production of language, thereby reducing the normative production-comprehension lag. For example, Maljaars et al (2012, p. 2182) claim that “in contrast to typical development, [autistic children’s] language comprehension is often even more delayed relative to production.”…”

Section: Production-comprehension Lagmentioning

confidence: 99%

Language and Speech in Autism

Gernsbacher

Morson

Grace

2016

Annu. Rev. Linguist.

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Autism is a developmental disability characterized by atypical social interaction, interests or body movements, and communication. Our review examines the empirical status of three communication phenomena believed to be unique to autism: pronoun reversal (using the pronoun you when the pronoun I is intended, and vice versa), echolalia (repeating what someone has said), and a reduced or even reversed production-comprehension lag (a reduction or reversal of the wellestablished finding that speakers produce less sophisticated language than they can comprehend). Each of these three phenomena has been claimed to be unique to autism; therefore, each has been proposed to be diagnostic of autism, and each has been interpreted in autism-centric ways (psychoanalytic interpretations of pronoun reversal, behaviorist interpretations of echolalia, and clinical lore about the production-comprehension lag). However, as our review demonstrates, none of these three phenomena is in fact unique to autism; none can or should serve as diagnostic of autism, and all call into question unwarranted assumptions about autistic persons and their language development and use.

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Language Development in Autism

Cited by 41 publications

References 62 publications

Early gesture use in fragile X syndrome

Early gesture use in fragile X syndrome

Telehealth and autism: Are telehealth language assessments reliable and feasible for children with autism?

Language and Speech in Autism

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