Predicting language outcome in infants with autism and pervasive developmental disorder

Charman, Tony; Baron‐Cohen, Simon; Swettenham, J; Baird, Gillian; Drew, Auriol; Cox, Anthony

doi:10.1080/136820310000104830

Cited by 334 publications

(239 citation statements)

References 74 publications

Supporting

Mentioning

206

Contrasting

Unclassified

Order By: Relevance

“…For example, Thurm, Lord, Lee, and Newschaffer (2007) reported that cognition at age 2, but not age 3, was a significant predictor of expressive language at age 5. In contrast, Charman, Baron-Cohen, et al (2003) found that cognition at age 3 was predictive of expressive language abilities at age 7 whereas cognition at age 2 was not. Given that cognition is related to concurrent and later language abilities in toddlers with ASD across the majority of research studies, we chose to investigate if there were significant differences in cognition in children with different expressive language profiles.…”

Section: Variables That Influence Language Development In Toddlers Wimentioning

confidence: 67%

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

View full text Add to dashboard Cite

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.

show abstract

Section: Variables That Influence Language Development In Toddlers Wimentioning

confidence: 67%

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

View full text Add to dashboard Cite

show abstract

“…Several studies indicate that imitating or copying patterns in a partner's gesture, sequential movements, and behaviors is a key predictor of language outcome in children with ASD (Charman & Baron-Cohe, 1994;Charman et al, 2003;Paul & Sutherland, 2005). Such researchers have suggested that imitation may be a developmental precursor of communicative behaviors for children with autism.…”

Section: Language Acquisition In Children With Asd: Development Of Fumentioning

confidence: 99%

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Lim

2010

Journal of Music Therapy

102

View full text Add to dashboard Cite

of a dissertation at the University of Miami.Dissertation supervised by Professor Shannon de l'Etoile. No. of pages in text. (172) Children with Autism Spectrum Disorders demonstrate deficits in speech and language, with the most outstanding speech impairments being in comprehension, semantics, prosody, and pragmatics. Perception and production of music and speech in children with ASD appear to follow the same principles of Gestalt pattern perceptual organization. In addition, common neuroanatomical structures and similar patterns of cortical activation mediate the perception and production of speech and music. Therefore, the purpose of this study was to explore how the perception of musical stimuli would impact the perception and production of speech and language in children with ASD. The study examined the effect of developmental speech-language training through music on the speech production of children with ASD. The participants were 50 children with ASD, age range 3 to 5 years, who had previously been evaluated on standard tests of language and level of functioning. The children completed the pre-test, six sessions of training, and the post-test. The pre-and post-tests consisted of the Verbal Production Evaluation Scale (VPES) and measured each participant's verbal production including semantics, phonology, pragmatics, and prosody, of 36 target words. Eighteen participants completed music training, in which they watched a music video containing six songs and pictures of the 36 target words. Another group of eighteen participants completed speech training, in which they watched a speech video containing six stories and pictures of target words. Fourteen participants were randomly assigned to a no-training condition.Results of the study showed that participants in both music and speech training significantly increased their scores on the VPES from the pre-test to the post-test. Both music and speech training were effective for enhancing participants' speech production including semantics, phonology, pragmatics, and prosody. Participants who received music training made greater progress on speech production than participants who received the speech training; however, the difference was not statistically significant.Results of the study also indicated that the level of speech production was influenced by the level of functioning in children with ASD. An interaction between level of functioning and training conditions on speech production approached significance. The results indicate that both high and low functioning participants improved their speech production after receiving either music or speech training; however, low functioning participants showed a greater improvement in speech production after the music training than after the speech training. Collectively, music training was more effective for speech production in low functioning children with ASD than was speech training. The study suggests that the superior performance in speech production in children with ASD who received music training mi...

show abstract

“…They pointed to accumulating evidence, much from their own research, supporting the idea that alterations in the separate defining domains of social relatedness, language/communication, and restricted interest/repetitive behavior are separable and suggested that genetic and behavioral approaches that consider autism as an entity or unitary phenomenon may be inefficient and counterproductive. Evidence marshaled in support of the separable or fractionable approach includes the smooth continua of severity seen for domain traits [Constantino and Todd, 2003;Spiker et al, 2002], the occurrence of autism-related traits in isolation in family members and the general population [Bolton et al, 1998;Murphy et al, 2000;Ronald et al, 2006a,b], the modest within-individual correlations seen for the different domains [Ronald et al, 2006a,b], the different developmental trajectories seen across domains [Charman et al, 2003[Charman et al, , 2005Lord and Pickles, 1996], and the apparent independent heritability of relevant traits [Ronald et al, 2005[Ronald et al, , 2006a.…”

Section: Accumulating Evidence For Fractionable Componentsmentioning

confidence: 99%

The potential role for emergence in autism

Anderson

2008

Autism Research

View full text Add to dashboard Cite

Although most research on autistic behavior has considered autism categorically, the increasingly apparent genetic and phenotypic complexities of autism are prompting a more dimensional approach to this area. The long-standing interest in a less categorical approach is made clear from a review of literature. The accumulating empirical support for viewing autism-related phenomena as separable and fractionable is outlined and includes data indicating that many of the behaviors occur in isolation in family members and the general population, are not highly correlated within individuals, and appear to be inherited separately. However, it is emphasized that some of the most common and characteristic phenomena observed in individuals diagnosed with autism do not run in their families. It is suggested that these novel, ''emergent,'' phenomena may arise in the individual from interacting configurations of co-occurring traits or from the interaction of genetic and biological factors underlying the traits. A number of autism-related phenomena including intellectual disability, seizures, persistence of primitive reflexes, stereotypies, self-injurious behavior, savant abilities, and morphological abnormalities, among others, are discussed as potentially being emergent. It is concluded that consideration of the role of emergence in autistic behavior and related phenomena should complement a reductionist approach and might help illuminate the components and complexities of autism.

show abstract

Predicting language outcome in infants with autism and pervasive developmental disorder

Cited by 334 publications

References 74 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

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

The potential role for emergence in autism

Contact Info

Product

Resources

About