Visual and verbal semantic productions in children with ASD, DLD, and typical language

How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features

“…In the current study, the children's story provided both verbal (linguistic) and visual information, allowing the children to freely rely on whichever learning strategy they naturally would to acquire the semantic features of new words. Interestingly, in a previous study using this same data set [63], these same children with ASD and DLD produced more semantic features that were originally taught in the visual images rather than through the verbal modality alone or in the visual and verbal modalities in combination. Even though both clinical groups of children relied heavily on the visual modality, which would align more closely with the enhanced local processing observed on visual-perception tasks in children with ASD, these same children instead produced more global than local semantic features, which does not provide support for the weak central coherence hypothesis.…”

“…These original word-learning studies investigated the influence of enriched semantic input on the ability of children with ASD, DLD, and TLD to learn novel words over time. This same data set has also been used to compare how children with ASD, DLD, and TLD acquire visually and verbally presented semantic features during tasks of novel word-learning [63]. In the current study, these novel word definitions were used to determine if the production of global and local features differed by group, potentially shedding light on how local-processing biases influence word-learning in ASD.…”

Evaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum Disorder

“…Each one of the 7 interference control tasks included 8 activities with increasing difficulty. The difficulty level was determined according to the following issues [ 57 , 58 , 59 , 60 , 61 , 62 ]: (i) Number of stimuli and presentation time: Simple activities (S) = 10 stimuli were presented for 4 s; and Complex activities (C) = 20 stimuli were presented for 2 s [ 57 , 58 ]; (ii) Graduated indications provided by the adult to present the activity before the beginning of the child’s behavior: 1 = The adult offered modeling and asked the child to imitate her; 2 = The adult offered visual support; 3 = The adult offered auditive support; 4 = The adult did not provide any support [ 59 , 60 , 61 ]. Therefore, considering both criteria (i) Number of stimuli and presentation time with their two levels and (ii) Graduated indication provided by the adult with their four types-, the difficulty of the 8 activities ranged from less to more difficulty: S1, S2, S3, S4, C1, C2, C3, C4.…”

Specific Language Impairment, Autism Spectrum Disorders and Social (Pragmatic) Communication Disorders: Is There Overlap in Language Deficits? A Review

“…Therefore, we decided to maintain the term 'specific language impairment'. We also use the term 'developmental language disorder' (ICD-11), since we consider that both designate the same type of disorder (Gladfelter et al, 2019).…”

“…The latter is related to lexical-phonological abilities, predicting them (Mainela-Arnold et al, 2010). Therefore, the ability of individuals with SLI to learn novel words increases when stimuli combine visual and verbal information (Gladfelter et al, 2019). However, it is possible to discriminate among children with SLI those who present greater lexical deficits (Befi-Lopes et al, 2010), showing associations between vocabulary level and naming abilities (Sheng & McGregor, 2010a, b) or lexical retrieval (Novogrodsky & Kreiser, 2015).…”