Phonological acquisition and development in Putonghua-speaking children with Autism Spectrum Disorders

Wu, Huiduo; Lu, Fengmei; Yu, Bin; Liu, Qiaoyun

doi:10.1080/02699206.2019.1702720

Cited by 17 publications

(14 citation statements)

References 36 publications

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“…This method allowed Wolk and colleagues to highlight atypical patterns of phonological acquisition alongside a delay in phonological development (McCleery et al 2006 ). Atypical patterns were also observed by Wu et al ( 2020 ), particularly in complex syllable structures (e.g., syllables including consonant clusters as in the English word strict ). These atypicalities were observed in very young children with ASD (Schoen et al 2011 ; Sheinkopf et al 2000 ), including in studies restricted to children without ID (Cleland et al 2010 ).…”

Section: Language Profiles In Asdsupporting

confidence: 63%

Language in autism: domains, profiles and co-occurring conditions

et al. 2023

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This article reviews the current knowledge state on pragmatic and structural language abilities in autism and their potential relation to extralinguistic abilities and autistic traits. The focus is on questions regarding autism language profiles with varying degrees of (selective) impairment and with respect to potential comorbidity of autism and language impairment: Is language impairment in autism the co-occurrence of two distinct conditions (comorbidity), a consequence of autism itself (no comorbidity), or one possible combination from a series of neurodevelopmental properties (dimensional approach)? As for language profiles in autism, three main groups are identified, namely, (i) verbal autistic individuals without structural language impairment, (ii) verbal autistic individuals with structural language impairment, and (iii) minimally verbal autistic individuals. However, this tripartite distinction hides enormous linguistic heterogeneity. Regarding the nature of language impairment in autism, there is currently no model of how language difficulties may interact with autism characteristics and with various extralinguistic cognitive abilities. Building such a model requires carefully designed explorations that address specific aspects of language and extralinguistic cognition. This should lead to a fundamental increase in our understanding of language impairment in autism, thereby paving the way for a substantial contribution to the question of how to best characterize neurodevelopmental disorders.

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Section: Language Profiles In Asdsupporting

confidence: 63%

Language in autism: domains, profiles and co-occurring conditions

et al. 2023

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“…That is, MASD demonstrated compromised performance relative to MTD, when imitating unfamiliar Cantonese tonal stimuli superimposed on familiar segments (/fu/ and /ji/), but comparatively normal performance when on unfamiliar segments (/si/ and /sɛ/). These findings implied that the lexical tone processing difficulties in speech condition (Wang et al, 2017;Wu et al, 2020;Yu et al, 2015) reported in some children with ASD were caused by a phonological processing deficit rather than the acoustic pitch processing deficit.…”

mentioning

confidence: 81%

Linguistic Tone and Non-Linguistic Pitch Imitation in Children with Autism Spectrum Disorders: A Cross-Linguistic Investigation

Chen

Cheung

Peng

2021

J Autism Dev Disord

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The conclusions on prosodic pitch features in autism spectrum disorders (ASD) have primarily been derived from studies in non-tonal language speakers. This cross-linguistic study evaluated the performance of imitating Cantonese lexical tones and their non-linguistic (nonspeech) counterparts by Cantonese-and Mandarin-speaking children with and without ASD. Acoustic analyses showed that, compared with typically developing peers, children with ASD exhibited increased pitch variations when imitating lexical tones, while performed similarly when imitating the nonspeech counterparts. Furthermore, Mandarin-speaking children with ASD failed to exploit the phonological knowledge of segments to improve the imitation accuracy of non-native lexical tones. These findings help clarify the speech-specific pitch processing atypicality and phonological processing deficit in tone-language-speaking children with ASD.

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“…Nevertheless, such an enhanced acoustic pitch perception skill was conversely changed to the compromised perception of lexical tones when the pitch changes are phonologically relevant for the tone language speakers with ASD (Chen et al, 2016;Lau et al, 2020;Wang et al, 2017;Yu et al, 2015). In terms of speech production, when compared with age-matched typically-developing (TD) children, the ASD group aged 3-6 years showed an apparent speech delay in the production of Mandarin initials, finals, as well as lexical tones (Wu et al, 2020). Since both music notes and lexical tones share the same psychoacoustical attribute of pitch information, it would be reasonable to take advantage of the relative strength of musical skills to compensate for the relative weakness of speech sound, especially lexical tone acquisition, for tone-language-speaking children with ASD.…”

Section: Superior Music and Nonspeech Processing But Impaired Lexical...mentioning

confidence: 99%

Auditory-Motor Mapping Training Facilitates Speech and Word Learning in Tone Language–Speaking Children With Autism: An Early Efficacy Study

Yan

Chen

Gao

et al. 2021

J Speech Lang Hear Res

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Purpose It has been reported that tone language–speaking children with autism demonstrate speech-specific lexical tone processing difficulty, although they have intact or even better-than-normal processing of nonspeech/melodic pitch analogues. In this early efficacy study, we evaluated the therapeutic potential of Auditory-Motor Mapping Training (AMMT) in facilitating speech and word output for Mandarin-speaking nonverbal and low-verbal children with autism, in comparison with a matched non–AMMT-based control treatment. Method Fifteen Mandarin-speaking nonverbal and low-verbal children with autism spectrum disorder participated and completed all the AMMT-based treatment sessions by intoning (singing) and tapping the target words delivered via an app, whereas another 15 participants received control treatment. Generalized linear mixed-effects models were created to evaluate speech production accuracy and word production intelligibility across different groups and conditions. Results Results showed that the AMMT-based treatment provided a more effective training approach in accelerating the rate of speech (especially lexical tone) and word learning in the trained items. More importantly, the enhanced training efficacy on lexical tone acquisition remained at 2 weeks after therapy and generalized to untrained tones that were not practiced. Furthermore, the low-verbal participants showed higher improvement compared to the nonverbal participants. Conclusions These data provide the first empirical evidence for adopting the AMMT-based training to facilitate speech and word learning in Mandarin-speaking nonverbal and low-verbal children with autism. This early efficacy study holds promise for improving lexical tone production in Mandarin-speaking children with autism but should be further replicated in larger scale randomized studies. Supplemental Material https://doi.org/10.23641/asha.16834627

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Phonological acquisition and development in Putonghua-speaking children with Autism Spectrum Disorders

Cited by 17 publications

References 36 publications

Language in autism: domains, profiles and co-occurring conditions

Language in autism: domains, profiles and co-occurring conditions

Linguistic Tone and Non-Linguistic Pitch Imitation in Children with Autism Spectrum Disorders: A Cross-Linguistic Investigation

Auditory-Motor Mapping Training Facilitates Speech and Word Learning in Tone Language–Speaking Children With Autism: An Early Efficacy Study

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