Longitudinal Analyses of Expressive Language Development Reveal Two Distinct Language Profiles Among Young Children with Autism Spectrum Disorders

Tek, Saime; Mesite, Laura; Fein, Deborah; Naigles, Letitia R.

doi:10.1007/s10803-013-1853-4

Cited by 145 publications

(145 citation statements)

References 40 publications

(74 reference statements)

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“…Investigation into lexical and grammatical skills indicated similarities across the semantic categories and early grammatical complexity of toddlers with ASD as compared with late-talking toddlers (Ellis Weismer et al, 2011). Differences in the trajectory of expressive language growth have been observed in high-and low-verbal toddlers with ASD; high-verbal toddlers demonstrated trajectories comparable to toddlers with typical development (Tek, Mesite, Fein, & Naigles, 2014). These studies provide information regarding similarities and differences of the social communication profiles and developmental trajectories of toddlers with ASD in comparison with toddlers with typical development and toddlers with language delays.…”

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confidence: 94%

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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confidence: 94%

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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“…However, children with ASD with lower verbal ability typically make slower progress and have flatter language trajectories (Tek, Mesite, Fein, & Naigles, 2013). One study of language growth in children with ASD found several factors (i.e.…”

Section: Introductionmentioning

confidence: 99%

A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder

Brignell

Morgan

Woolfenden

et al. 2018

Autism & Developmental Language Impairments

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Background: Language difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder. Method: A comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for !12 months and had !30 participants. Risk of bias was assessed. Results: Fifty-four studies (N ¼ 5064) met inclusion criteria. Language outcomes were standardised assessments (n ¼ 35), notation of presence/absence of verbal language (n ¼ 11) or both (n ¼ 8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n ¼ 24/25; 96%) studies reporting standard scores, individuals (aged 11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some 'catch up' over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5-32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of followup did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language. Conclusion: Despite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some 'catchup' over time. Implications: This review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level.

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“…As children develop better language skills, they are able to access the pronoun paradigm with greater facility, and the reversals cease. On this account, a higher rate of pronoun reversals in children with ASD may be attributable to their delayed onset of language (Tager-Flusberg et al, 1990; Tek, Mesite, Fein & Naigles, 2014), and/or subtle deficits in their use of specific grammatical forms (Eigsti, Bennetto & Dadlani, 2007; Tager-Flusberg, 2006). Across multiple studies, both TD children and children with ASD have been reported to use more pronoun reversals in imitative contexts (Dale & Crain-Thoreson, 1993; Evans & Demuth, 2012; Roberts, 1989; Tager-Flusberg et al, 2005), suggesting that these pronouns were not yet linguistically productive (i.e., integrated into the grammatical system).…”

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“You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development

Naigles

Cheng

Rattanasone

et al. 2016

Research in Autism Spectrum Disorders

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Social and linguistic explanations have been proposed for pronoun reversals in young typically developing (TD) children and those with autism spectrum disorders (ASD). The current study breaks new ground in investigating both explanations, comparing 18 TD toddlers and 15 children with ASD at similar language levels. Spontaneous speech was sampled every four months for six visits. Vocabulary and joint attention were also measured. Both groups produced pronoun reversals at low rates. The ASD group produced somewhat more reversals than the TD group, overall and at multiple visits. In the ASD group, early language and joint attention scores contributed significantly and independently to the incidence of reversal. Both linguistic and social factors seem implicated; moreover, reversals seem to occur when children’s language and social abilities develop asynchronously. These findings can help clinicians devise both linguistic and social interventions for the relevant children.

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Longitudinal Analyses of Expressive Language Development Reveal Two Distinct Language Profiles Among Young Children with Autism Spectrum Disorders

Cited by 145 publications

References 40 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

A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder

“You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development

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