Predictors of Language Acquisition in Preschool Children with Autism Spectrum Disorders

Thurm, Audrey; Lord, Catherine; Lee, Li Ching; Newschaffer, Craig J.

doi:10.1007/s10803-006-0300-1

Cited by 229 publications

(218 citation statements)

References 38 publications

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“…These findings are in accordance with those of earlier studies that identified nonverbal cognition [Thrum et al, 2007], play [Rogers et al, 2003;Yoder, 2006], RL, and consonant production [Wetherby et al, 2007] as predictors of later language outcome. These findings suggest the importance of including treatments targeted at the full range of these domains be incorporated into early intervention programs for children with ASD.…”

Section: Discussionsupporting

confidence: 93%

“…One-way analysis of variance among three of the Mullen standard scores (VR, EL, and RL) suggests, in accordance with previous literature [Tager-Flusberg & Joseph, 2003;Thrum et al, 2007;Wetherby et al, 2004], that in comparison to relatively preserved skills in nonverbal areas (Mullen VR), these toddlers showed significant deficits in both EL and receptive language (RL) (overall F (2, 25) 5 13. Rescorla, Roberts, & Dahlsgaard, 1997;Thal, 1991], who show relatively preserved comprehension abilities, these toddlers have deficits in both modes of language, whether measured in terms of parental checklists (CDI), standardized direct assessment (Mullen; CSBS), or parent report of adaptive use of communication via structured interview (Vineland).…”

Section: Aim 1: Description Of Early Communicative Behaviorssupporting

confidence: 86%

“…They found that joint attention, symbolic play, and imitation were all related to the rate of language development over this period. Thrum, Lord, Lee, and Newschaffer [2007] followed children from age 2 to 5 years. They reported nonverbal cognitive ability at age 2 was the strongest predictor of language at age 5, and that early joint attention, vocal and motor imitation skills were more impaired in children who did not develop language by age 5.…”

Section: Introductionmentioning

confidence: 99%

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Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

et al. 2008

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Thirty-seven children 15-25 months of age received clinical diagnoses of autism spectrum disorder (ASD) and were reevaluated two years later. All subjects were judged to have retained a diagnosis of ASD at the follow-up evaluation. Communication scores for the group as a whole during the first visit were significantly lower than nonverbal IQ. However, by the second visit, verbal and nonverbal scores were no longer significantly different. The group was divided into two subgroups, based on expressive language (EL) outcome at the second visit. The two groups were similar in the second year of life in terms of expressive communication skills and autistic symptoms, except for a trend toward more stereotypic and repetitive behavior in the worse outcome group. By the second visit, however, the groups differed significantly on all standard measures of expression and reception, as well as on autistic symptomotology and nonverbal IQ. When assessed during their second year, children who ended up in the better outcome group showed higher average nonverbal cognitive level, receptive language (RL) scores, number of sounds and words produced, use of symbolic play schemes, and response to joint attention bids. Regression analysis revealed that the variables for which significant differences between the two outcome groups in their second year of life were found provided significant prediction of EL outcome at age four. Stepwise regression identified RL and presence of stereotypic and repetitive at the first visit as significantly associated with EL outcome. Implications of these findings for early identification and intervention are discussed.

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Section: Discussionsupporting

confidence: 93%

Section: Aim 1: Description Of Early Communicative Behaviorssupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

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Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

et al. 2008

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“…A linguagem expressiva parece ser mais influenciada pelas capacidades pré-linguísticas relacionadas com o discurso, enquanto a linguagem receptiva relaciona-se mais com os fatores sociais relacionados com a compreensão (THURM et al, 2007).…”

Section: Linguagem Na Peaunclassified

“…Contudo, a idade mental não-verbal também tem mostrado que é uma forte concorrente da cognição para o desenvolvimento das competências da linguagem receptiva e expressiva (THURM et al, 2007).…”

Section: Linguagem Na Peaunclassified

Características e Especificidades da Comunicação Social na Perturbação do Espectro do Autismo

Reis

Pereira

Almeida

2016

Rev. bras. educ. espec.

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RESUMO: este artigo descreve e problematiza as características da Comunicação Social na Perturbação do Espetro do Autismo (PEA), tendo por base os critérios de diagnóstico do Manual de Diagnóstico das Perturbações Mentais, DSM 5. Destaca, entre outros aspetos, a fusão da interação social com a comunicação relevando a sua importância para a definição do diagnóstico e da intervenção em crianças com PEA. Confronta ainda as diferentes perspectivas que sustentam argumentos e críticas à classificação proposta pelo DSM-5. Analisa a especificidade da linguagem, do discurso, da pragmática, da prosódia da sintaxe, da morfologia e da semântica na criança com PEA, bem como as suas implicações na adequação e desenvolvimento das suas competências comunicativas. A identificação destas competências reforça a importância de uma intervenção o mais precoce possível, realizada nos contextos naturais, da criança e da sua família, que objetive a potencialização de níveis de envolvimento e participação da criança, promotores de oportunidades de aprendizagem e de desenvolvimento das suas competências comunicativas e sociais. PALAVRAS-CHAVE: Educação Especial. Perturbação do Espectro do Autismo. Comunicação Social.ABSTRACT: This article describes and discusses the characteristics of Social Communication in Autism Spectrum Disorder (ASD) based on the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders, DSM 5. It highlights, among others, the merger of social interaction and communication and its importance for diagnosis and intervention of children with ASD. It also confronts the different perspectives that underpin arguments and criticisms to the classification proposed by DSM-5. It analyzes the specificity of language, discourse, pragmatics, syntax prosody, morphology and semantics in children with ASD as well as their implications for adaptation and development of their communicative skills. Identifying these skills reinforces the importance of the earliest intervention possible, conducted in the child and family's natural contexts aiming to enhance involvement levels and participation of the child, promoters of learning opportunities and development of their communicative and social skills.

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Communication intervention for autism spectrum disorders in minimally verbal children

Brignell

Song

Zhu

et al. 2016

Cochrane Database of Systematic Reviews

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Predictors of Language Acquisition in Preschool Children with Autism Spectrum Disorders

Cited by 229 publications

References 38 publications

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

Características e Especificidades da Comunicação Social na Perturbação do Espectro do Autismo

Communication intervention for autism spectrum disorders in minimally verbal children

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