Lexical composition in children with autism spectrum disorder (ASD)

Rescorla, Leslie; Safyer, Paige

doi:10.1017/s0305000912000232

Cited by 43 publications

(39 citation statements)

References 39 publications

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“…Only one prior study has investigated lexical differences at the word level (Rescorla and Safyer 2013) and concluded, based on the large degree of overlap among the most frequently used words, that lexical composition was delayed but not atypical in children with ASD. Our study does not dispute the large degree of similarity in lexicons or lexical development, but aims to focus the discussion on the degree of lexical differences present in infants with ASD.…”

Section: Discussionmentioning

confidence: 99%

“…Only one study has investigated lexical composition at the word level in children with ASD (Rescorla and Safyer 2013) using the Language Development Survey (LDS; Rescorla 1989), a parent report measure of expressive language. The authors concluded that the children with ASD were acquiring essentially the same words as children with typical development.…”

Section: Studies Conducted After Asd Diagnosismentioning

confidence: 99%

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Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder

Lazenby

Sideridis

Huntington

et al. 2015

J Autism Dev Disord

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Little is known about early language development in infants who later develop autism spectrum disorder (ASD). We analyzed prospective data from 346 infants, some of whom were at high risk for developing ASD, to determine if language differences could be detected at 12 months of age in the infants who later were diagnosed with ASD. Analyses revealed lower receptive and expressive language scores in infants who later were diagnosed with ASD. Controlling for overall ability to understand and produce single words, a Rasch analysis indicated that infants who later developed ASD had a higher degree of statistically unexpected word understanding and production. At 12 months of age, quantitative and qualitative language patterns distinguished infants who later developed ASD from those who did not.

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Section: Discussionmentioning

confidence: 99%

Section: Studies Conducted After Asd Diagnosismentioning

confidence: 99%

Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder

Lazenby

Sideridis

Huntington

et al. 2015

J Autism Dev Disord

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“…A few studies have examined the composition of the lexicon more broadly to ask whether children with ASD know the same kinds of words as TD children. Rescorla and Safyer [] found that though children with ASD had smaller vocabularies than TD children, there were no significant differences in the kinds of words they knew whether by grammatical category (e.g., noun, verb), or semantic category (e.g., animal names, toy names). Similar results have been reported using the MacArthur‐Bates Communicative Development Inventory [Charman et al, ; Luyster et al, ], and in comparison to late‐talking toddlers [Weismer et al, ], although nonsemantic properties like word length do appear to matter [Kover & Ellis Weismer, ].…”

Section: Access To a Lexicon: Using Language Inputmentioning

confidence: 99%

“…Much of the research we have reviewed on the underlying structure and use of lexical categories in ASD suggests that it is relatively intact [e.g., Charman et al, ; Luyster et al, ; Rescorla and Safyer, ]. One caveat is that lexical entries that are highly embedded in complex social cognitive skills (such as perspective‐taking and Theory of Mind) may be impaired, including deictic terms [Hobson, Garcia‐Perez, & Lee, ] and mental state and emotion words [e.g., Hobson & Lee, ; Tager‐Flusberg, ].…”

Section: Access To a Lexicon: Using Language Inputmentioning

confidence: 99%

The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review

Arunachalam

Luyster

2015

Autism Research

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Scientific Abstract Research on autism spectrum disorders (ASD) has rapidly expanded in recent years, yielding important developments in both theory and practice. While we have gained important insights into how children with ASD differ from typically developing (TD) children in terms of phenotypic features, less has been learned about if and how development in ASD differs from typical development in terms of underlying mechanisms of change. This paper aims to provide a review of processes subserving lexical development in ASD, with the goal of identifying contributing factors to the heterogeneity of language outcomes in ASD. The focus is on available evidence of the integrity or disruption of these mechanisms in ASD, as well as their significance for vocabulary development; topics include early speech perception and preference, speech segmentation, word learning and category formation. Significant gaps in the literature are identified and future directions are suggested.

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“…Expressive language is often the first reported parental concern for children later diagnosed with ASD (De Giacomo & Fombonne, 1998;Herlihy, Knoch, Vibert, & Fein, 2015), and thus previous work has comprehensively explored the possible link between language and ASD (see Boucher, 2012 for a review). This previous work highlights that a range of language ability exists in the ASD population, in that there is a subset of children who present with intact structural language abilities (Grzadzinski, Huerta, & Lord, 2013); however, there is also a substantial number of individuals with ASD who also present with concomitant language difficulties (Buschmann et al, 2008;Luyster, Qiu, Lopez, & Lord, 2007;Rescorla, 2011;Rescorla & Safyer, 2013).…”

Section: Introductionmentioning

confidence: 97%

Language disorder from infancy to adulthood: predictors and outcomes

Armstrong¹

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Developmental language delays are common and are associated with increased risk of adverse educational and psychosocial outcomes later in life. Early intervention services supporting language development may prevent these later problems from occurring.However, with the variability that exists in language development, it is less clear which children with developmental language delays actually require intervention. As such, increased understanding of the trajectory of language impairment and the long-term outcomes in adulthood is needed. The purpose of this thesis was to: (i) determine the early life characteristics that placed children at risk for poor language outcomes, and (ii) profile the long-term psychosocial outcomes in adulthood for language impaired populations. To address these aims prospective longitudinal data from two Australian pregnancy cohort studies; the Mater-University of Queensland Study of Pregnancy (MUSP) and the Western Australian Pregnancy Cohort (Raine) Study, were utilised.The first three studies of this thesis investigated the early life characteristics that predicted later language outcomes in childhood and adulthood. Firstly, Chapter 2 investigated the parental and early childhood factors present at, or prior to 5 years, which were associated with different vocabulary developmental profiles in the MUSP cohort. Receptive vocabulary skills were measured at 5-and 21-years, using the Peabody Picture Vocabulary TestRevised (PPVT-R). A one standard deviation cut-off was applied to determine average and below average performances at the two assessment points. Four vocabulary developmental profiles were then identified, including: 'consistently typical' (average performance at both time points), 'consistently low' (below average scores at both time points), 'improved' (below average performance at 5 years but average performance at 21 years), and 'deteriorated' (average skills at 5 years but below average performance at 21 years). The results revealed that adults with deteriorating vocabulary profiles were more likely to have had internalising behaviours at 5 years, mothers who smoked during pregnancy, and fathers with lower educational attainment, compared to adults with consistently typical vocabulary histories. No significant risk factors were identified for adults showing consistently low vocabulary in comparison to those adults whose early vocabulary delays had improved.

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Lexical composition in children with autism spectrum disorder (ASD)

Cited by 43 publications

References 39 publications

Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder

Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder

The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review

Language disorder from infancy to adulthood: predictors and outcomes

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