Language Of Autistic Children Research Articles

What role does the environment play in language development? Exploring the associations among socioeconomic status, parent language input, and language skills in school-aged children with autism.

Language development in children with autism is influenced by proximal (e.g., parent language input) and distal (e.g., socioeconomic status) environmental constructs. Studies have found that "rich and responsive" parent language input supports autistic children's language development, and recent work has reported positive associations between measures of socioeconomic status (SES) and child language skills. However, little is known about how these proximal and distal environmental constructs interact to shape language development in autism. In a sample of 74 autistic school-aged children, the present study investigated the associations among measures of SES, the quantity and quality of language produced by parents and children during home-based dyadic parent-child interactions, and children's expressive and receptive language skills. Results showed that annual household income was positively associated with parent number of total words (NTW), parent number of different words (NDW), and parent mean length of utterance (MLU), while neither parent education level nor annual household income were significantly associated with measures of child language skills. Parent MLU was positively associated with child MLU and child expressive language skills. Findings suggest that annual household income may influence both the quantity and quality of parent language input, and that parent MLU, a qualitative measure of parent language input, may play a particularly important role in shaping autistic children's expressive language development. Future research should study longitudinal associations among SES, parent language input, and child language skills, as identifying environmental predictors of language skills in autism may facilitate the creation of more effective interventions that support language development.

Study Protocol for a Cluster, Randomized, Controlled Community Effectiveness Trial of the Early Start Denver Model (ESDM) Compared to Community Early Behavioral Intervention (EBI) in Community Programs serving Young Autistic Children: Partnering for Autism: Learning more to improve Services (PALMS)

BackgroundThe rising number of children identified with autism has led to exponential growth in for-profit applied behavior analysis (ABA) agencies and the use of highly structured approaches that may not be developmentally appropriate for young children. Multiple clinical trials support naturalistic developmental behavior interventions (NDBIs) that integrate ABA and developmental science and are considered best practices for young autistic children. The Early Start Denver Model (ESDM) is a comprehensive NDBI shown to improve social communication outcomes for young autistic children in several controlled efficacy studies. However, effectiveness data regarding NDBI use in community-based agencies are limited.MethodsThis study uses a community-partnered approach to test the effectiveness of ESDM compared to usual early behavioral intervention (EBI) for improving social communication and language in autistic children served by community agencies. This is a hybrid type 1 cluster-randomized controlled trial with 2 conditions: ESDM and EBI. In the intervention group, supervising providers will receive training in ESDM; in the control group, they will continue EBI as usual. We will enroll and randomize 100 supervisors (50 ESDM, 50 EBI) by region. Each supervisor enrolls 3 families of autistic children under age 5 (n = 300) and accompanying behavior technicians (n = 200). The primary outcome is child language and social communication at 6 and 12 months. Secondary outcomes include child adaptive behavior, caregiver use of ESDM strategies, and provider intervention fidelity. Child social motivation and caregiver fidelity will be tested as mediating variables. ESDM implementation determinants will be explored using mixed methods.DiscussionThis study will contribute novel knowledge on ESDM effectiveness, the variables that mediate and moderate child outcomes, and engagement of its mechanisms in community use. We expect results from this trial to increase community availability of this model and access to high-quality intervention for young autistic children, especially those who depend on publicly funded intervention services. Understanding implementation determinants will aid scale-up of effective models within communities.Trail registrationClinicaltrials.gov identifier number NCT06005285. Registered on August 21, 2023.Protocol versionIssue date 6 August 2024; Protocol amendment number: 02.

Early developmental milestone clusters of autistic children based on electronic health records.

Autistic children vary in symptoms, co-morbidities, and response to interventions. This study aimed to identify clusters of autistic children with a distinct pattern of attaining early developmental milestones (EDMs). The clustering of 5836 autistic children was based on the attainment of 43 gross motor, fine motor, language, and social developmental milestones during the first 3 years of life as recorded in baby wellness visits. K-means cluster analysis detected four EDM clusters: mild (n = 1686); moderate (n = 1691); severe (n = 2265); and global (n = 194). The most prominent cluster differences were in the language domain. The global cluster showed earlier and greater developmental delay across domains, unique early gross motor delays, and more were born preterm via cesarean section. The severe cluster had poor language development prominently in the second year of life, and later fine motor delays. Moderate cluster had mainly language delays in the third year of life. The mild cluster mostly passed milestones. EDM clusters differed demographically, with higher socioeconomic status in mild cluster and lowest in global cluster. However, the severe cluster had more immigrant and non-Jewish mothers followed by the moderate cluster. The rates of parental concerns and provider developmental referrals were significantly higher in the global, followed by the severe, moderate, and mild EDM clusters. Autistic children's language and motor delay in the first 3 years can be grouped by common magnitude and onset profiles as distinct groups that may link to specific etiologies (like prematurity or genetics) and specific intervention programs. Early autism screening should be tailored to these different developmental profiles.

Factors associated with receptive and expressive language in autistic children and siblings: A systematic review.

Language abilities of autistic children and children at elevated likelihood for autism (EL-siblings) are highly heterogeneous, and many of them develop language deficits. It is as of yet unclear why language abilities of autistic children and EL-siblings vary, although an interaction of multiple influential factors is likely at play. In this review, we describe research articles that identify one or multiple of such factors associated with the receptive or expressive language abilities of autistic children and EL-siblings since the introduction of the DSM-5. Our aim was to identify and summarize factors that are linked to language development in autistic children and siblings in the recent literature to ultimately gain insight into the heterogeneity of language abilities in these children. The search strategy of this review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The following databases were consulted: Embase, MEDLINE, Web of Science Core Collection, and Scopus. Inclusion criteria for studies were the presence of a sample of autistic children no older than 7 years old who were diagnosed with autism spectrum disorder per the criteria of the DSM-5. Intervention studies and studies without an explicitly reported language measure were excluded. Risk of bias assessment was completed using the Newcastle-Ottawa Scales. Ultimately, 55 articles were included in this review. Fifty-six factors were identified to be related to receptive or expressive language abilities of autistic children and EL-siblings. They were grouped into three main categories: biological factors; psychosocial and environmental factors; and age-related and developmental factors, each with different subcategories. Although many of the identified variables were only examined in one article, some well-researched associated factors were reported across multiple studies and were present in both autistic children and EL-siblings, in particular joint attention, nonverbal cognitive abilities and frontal EEG power. Better insight in these factors associated with language abilities in autistic children and siblings at elevated likelihood can inform future intervention strategies to reduce language deficits and its corresponding negative consequences in these children. Our results confirm that multiple different factors likely underlie language deficits in autism. Important aspects that should be considered are, among others, social factors such as joint attention, child characteristics such as nonverbal cognition, and neurocognitive factors.

Automated measurement: The need for a more objective view of the speech and language of autistic children.

Automated measurement: The need for a more objective view of the speech and language of autistic children.

A Systematic Literature Review of Autism Research on Caregiver Talk

Describing how caregivers' talk to their autistic children, and how their talk may influence social and language outcomes, has important implications for developmental theory and intervention research. In this systematic literature review, we examine 294 caregiver talk variables extracted from 65 studies, provide a narrative overview of research findings, and link measurement approaches to various theories of language development. The majority of variables included only talk directed to children (90%), and specified the speech act being performed (57%). More than one-third of variables measured talk that was responsive to children's attention, activities, or communication (38%), and slightly less than a third measured variables that elicited children's communication or engagement. Semantic aspects of talk were specified in 41% of variables, structural features were measured in 20% of variables, and suprasegmental features were measured in only 1% of variables. Talk quantity (without reference to other aspects of talk) was measured in 8% of variables. We found strong support that talk related to children's attention is implicated in autistic children's language development, but this construct has been measured inconsistently in terms of semantic, structural, and functional features. There is also evidence for bi-directional relationships between caregiver's talk and autistic children's development on a variety of semantic and structural variables. LAY SUMMARY: In our review, we found many differences in how researchers measured caregiver's talk, but also some promising leads. Researchers should continue examining caregiver talk related to children's focus of attention to clarify how this type of language contributes to autistic children's development. We also found interesting research on how children influence caregiver's talk, and encourage researchers to continue to study how this occurs.

Ecolalia e gestos no autismo: reflexões em torno da metáfora enunciativa

Buscamos estudar a linguagem no autismo dentro do campo linguístico enunciativo e da perspectiva multimodal da linguagem, e identificamos a ecolalia como pertencente ao campo da metáfora a partir de sua relação com o gesto e com o contexto enunciativo. Fundamentamos o estudo na teoria enunciativa de Benveniste e na matriz multimodal da linguagem proposta por McNeill para discutir a possibilidade de a ecolalia coexistir como metáfora na linguagem de uma criança autista. Como metodologia, realizamos uma pesquisa qualitativa, do tipo estudo de caso, na qual selecionamos fragmentos de ecolalias extraídos do banco de dados do Grupo de Estudos e Atendimento ao Espectro do Autismo, que foram transcritos com a utilização do software Elan (Eudico Language Annotator). Os dados mostraram o funcionamento multimodal da ecolalia percebida como metáfora por uma transferência analógica de denominação produzida no discurso, a partir de gestos estereotipados associados a ela.

PENERAPAN METODE ABA (APPLIED BEHAVIOR ANALYSIS) DALAM MENINGKATKAN KEMAMPUAN PERILAKU, INTERKASI SOSIAL, BAHASA DAN KOMUNIKASI ANAK AUTIS

Method in improving behavioral abilities, social interactions, communication and language of autistic children in Taman Pelatihan Harapan Makassar. This type of research is qualitative descriptive which is factually and systematically describes the description of the ABA method (Applied Behavior -Analysis applied to the learning process of autistic children in Taman Pelatihan Harapan).The study uses psychological, sociological, and pedagogical approach. The source of data in this study is the therapist of the Taman Pelatihan Makassar, and parents of autistic children. The results of the study show that the ABA method is a method applied to autistic children through behavioral habituation that can increase the personality capacity of autistic children, especially ability in behavior, social interaction, communication and language. This is caused by several supporting factors such as therapists who master the application of the ABA method, the infrastructure that supports it, and good collaboration between parents and therapists.

Effectiveness of ABA Therapy for Children with Special Needs of Autism: A Study of Psycholinguistics View

The background of this study is the recognition of an expert consultant psychiatrist named dr. Suzy Yusna SpKJ, who stated in our interview that based on the experience of practice before the 1990's the number of patients who were diagnosed as a child with autistic disorder in a year is only about five people. However, at this time of day can be diagnosed, three new patients. This shows a significant increase in autism. This study aims to describe (1) the effectiveness of Applied Behavioral Analysis (ABA) therapy model to increase autistic children's language; and (2) language development of children with autism after acquiring learning methods ABA therapy. This research method is descriptive research. The study takes its source data from children with special needs at Rumah Autis Bogor. Five children were selected as the research participants. We conclude that Lovaas’ ABA method to prove the effectiveness of these therapies through phases and methods. Therapists who are experts in this field also helped determine the success in measuring the response level of language learning for children with autism. Thus, effective ABA therapy model applied in improving the language of children with autism. Before the ABA method is applied, the average child's ability to speak to one type of vocabulary requires learning four to five times (four and five days) with bad judgment and poor. However, after being given an action, then the average language skills of children with autism increased by only one or two lessons (one and two days) with the excellent score.

“I love the cute caterpillar!” autistic children's production of internal state language across contexts and relations to Joint Attention and theory of mind

Research on internal state language in autistic children reveals an uneven pattern. While some studies show that high-ability autistic children are impaired across a broad range of internal state term categories (e.g., desires, emotions and cognitive terms), other research shows that autistic children are more selectively impaired in their talk about cognitive states. Finally, some studies even demonstrate no impairments. The different findings have largely been explained by context effects. However, to date, studies have yet to compare the same children across different contexts to corroborate this interpretation. Further, studies involving contexts where autistic children's reactivity is actively triggered by providing clear joint attention cues or by exploiting autistic children's intense interest in objects are lacking. Thus, this study tested internal state language from different categories across three different contexts (narrative context, motivating mechanical toy context, elicited interactive joint attention context) and related it to joint attention skills and children's theory of mind. Results revealed that deficits in autistic children's internal state language were highly specific and relation to theory of mind varied by context. In sum, this research suggests that both theorists and practitioners need to take into account context when studying or promoting autistic individuals’ psychological comprehension.

Intonation and Emotion in Autistic Spectrum Disorders

The classic picture of an autistic individual includes an impoverished ability to interpret or express emotion. The prosody of spoken language in autistic children is thought to lack emotional content. In this study, the verbal intonation of children with autism was examined and compared to that of children with Asperger Syndrome (AS) and normal controls (ctrl). Utterances elicited by repetition and by spontaneous story completion were analyzed by quantifying phonetic features (pitch, amplitude, and length) and comparing them to subjective ratings of produced emotion (happy, sad or angry). Since the most consistent phonetic correlate of these emotional targets has been demonstrated to be pitch range, speakers with autistic spectrum disorders were expected to have decreased pitch range; however in the repetition task, autistic subjects actually had a larger pitch range than the other groups. Other measures of intonation including amplitude, duration, and location of pitch peak revealed defects that are more complex than predicted. In spontaneous speech, autistic subjects performed more poorly on both phonetic targets and subjective ratings than ctrls, and AS subjects fell between autistics and normals.

Language Problems in Children with Autism: A View and Treatment Program of Speech and Language in Autistic Children

Language Problems in Children with Autism: A View and Treatment Program of Speech and Language in Autistic Children

Categorization skills and receptive language development in autistic children.

The category knowledge and receptive language skills of 16 autistic, mentally retarded, and normal children were assessed. The autistic children's knowledge of function, form, and color categories was comparable to that of the mental-age-matched mentally retarded and normal comparison groups. Category knowledge and receptive language were more closely associated for mentally retarded and normal children than for autistic children. The findings indicate that category knowledge is not sufficient for the development of receptive language in autistic children.

Reward value of prosodic features of language for autistic, mentally retarded, and normal children.

The present study pursued hypotheses relevant to prosodic abnormalities in the expressive language of autistic children. An operant paradigm was employed to measure the intrinsic reinforcing value of a verbally presented story for autistic, mentally retarded, and normal groups controlling for chronological age and performance mental age. Results suggested that both autistic and mentally retarded children could perceive prosodic cues, although only mentally retarded children are able to use them in their expressive language. It was also suggested that linguistic stimuli may have less intrinsic reinforcement value for autistic and mentally retarded children than for normal children. Implications for future research and treatment were discussed.

The Semantic Deficit Hypothesis of Autistic Children's Language

This paper presents a review of research on verbal autistic children's processing of semantic information. Earlier studies demonstrated that autistic children did not use meaning to facilitate memory, learning, or comprehension. Some recent experiments are summarized which show that autistic children do represent, organize, and encode meaning effectively, however they appear to be deficient in spontaneously using semantic knowledge in the retrieval of stored information. The implications of such a deficit for language acquisition are discussed. Specifically, it is proposed that this semantic deficit will impede the acquisition of syntax and morphology because autistic children will be less able to use semantic information to facilitate the acquisition of grammatical rules in the way that normal children do.

Sign Language as a Prompt to Teach A Verbal "Yes" and "No" Discrimination to an Autistic Boy

The study investigated the effectiveness of overcorrection and manual sign communication in teaching a young autistic boy to answer yes and no verbal questions correctly. Teaching procedures followed a behavioral discrete trial format which was done with the individual child in a booth setting. The subject's baseline showed preservation on yes and an avoidance of no. A reversal design was used with a number of interventions which included various presentations of yes and no questions, overcorrection, and sign training. No change occured when overcorrection alone was used to incorrect responses; however, sign training coupled with overcorrection produced dramatic achievement, which continued through subsequent treatment and generalization. Implications for sign language as a prompt for verbal language in autistic children are discussed.

Emerging Language in Autistic Children (Language Intervention Series) (review)

Emerging Language in Autistic Children (Language Intervention Series) (review)

Real Life Reading Skills (review)

Reviews Emerging Language in Autistic Children (Language Intervention Series), Warren H. Fay and Andriana Luce Schüler, 216 pp., University Park Press, 233 East Redwood Street, Baltimore, Md. 21202, 1980. As an overview of language development and its multiproblem areas for autistic children, this book serves a useful purpose. In one volume the areas of speech and language, communication , cognition, and a review of intervention techniques are summarized succinctly for the reader. This serves as a useful resource book for professionals new to the learning problems of autistic children. It could also be a "catch-up" volume for those who have been out of touch with the field during the last 10 years, since during this period of time so many new theories , explorations, and innovative attempts have been reported for autistic children. Of note, the authors still attempt to collate the symptomatology into a single causative entity. The idea that the list of symptoms are often so homogenous should not preclude a number of heterogenous etiologies for autism. The neurocognitive deficits of these children vary, but the common theme still represents serious learning problems and developmental delays. Naomi Abrams Director Michael Reese Hospital and Medical Center Chicago, Illinois 60616 Real Life Reading Skills, Beatrice Jackson Levin, 128 pp., $2.50, Scholastic Book Services, 50 West 44th St., New York, N.Y. 10036, 1977. For a literacy program, this is an excellent source which covers most functional reading skills including the following specific areas: reading signs and labels, following directions, reading and filling in forms and applications, using reference material, reading newspapers, and consumer education. The workbook is designed for use by the individual student and is well illustrated and very thorough. However, the vocabulary content and amount of subject matter covered are immense, and hence, require teacher supplementation. The difficulty level varies (some sections are easy while others are complex) and would probably be handled best by a junior or senior high school student with at least a third- or fourth-grade instructional reading level. An additional set of dittos and transparencies as well as suggestions and answer keys are also available. All students need competency in functional reading skills, and this material is an outstanding aid for developing these skills. Janet Conley, M.Ed. Maryland School for the Deaf Frederick, Maryland 21701 Oral Education: Today and Tomorrow, Edited by Ann Mulholland, Ed.D., 544 pp., Alexander Graham Bell Association, 3417 Volta Place, N.W., Washington , D. C. 20007, 1981. The manuscript constitutes the proceedings of the "International Symposium on Oral Education " held in the Netherlands with 36 participants , of whom 32 were from the United States (13), the Netherlands (11), and the British Isles (8). The report consists of 25 chapters and responses written by the participants on aspects of oral-only education. Two contradicting themes run through the chapters: First is general acceptance of the "greatly impoverished nature of the speech of deaf children" (Ling, p. 391), the existence of many cases of "oral failures " (Van Uden, p. 117), and the "limitations of oral approach systems" (Schulte, p. 105). Ivimey (p. 54) summarized the situation as follows , "The inescapable conclusion of this is that the practices most frequently observed in schools for deaf children are unsuccessful and frequently counterproductive." The second theme is that the worldwide trend toward oral-manual communication is a mistake . The problem is seen as not related to oralonly education per se, but in poor applications of oral methods, inadequate teacher training programs, the increased number of additional handicaps, and even to foreign immigration to highly industrialized countries (Lowe, p. 17). There was a belief that oral-only education would be successful in any program that had early identification and fitting of hearing aids, effective parent counseling, well-trained teachers , small classes, and constant interaction with hearing children. Unfortunately, the participants could not agree on the major essence of oral education. Differences existed over unisensory vs. multisensory stimulation, natural vs. structured techniques , and the use of supplementary manual systems such as the Phoneme Transmitting Manual System. Clark (p. 321) was moved to 318 A.A.O. I June 1982 ...

Book reviews

Book reviewed in this article:New Perspectives in Abnormal Psychology. by A. E. Kazdin, A. S. Bellack & M. Hersen.Davison, G. C. & Neale, J. M.Critical Psychiatry: The Politics of Mental Health. by D. Ingleby.Psychological Problems: The Social Context. by P. Feldman & J.The Impact of Ageing: Strategies for Care. by D. Hobman.Advances in Clinical Child Psychology, vol. 2. by B. B. Lahey & A. E. Kazdin.Autism: New Directions in Research and Education. By C. D. Webster, M. M. Konstantareas, J. Oxman & J. E. Mack.Emerging Language in Autistic Children. By W. H. Fay & A. L. Schuler.Services for the Mentally Handicapped in Britain. By N. Malin, D. Race & G. Jones.Handbook of Clinical Neuropsychology. by S. B. Filskov & T. J. Boll.Social Skills in Interpersonal Communication. By O. Hargie, C. Saunders & D. Dickson.A Guide to Social Skill Training. By R. Ellis & D. Whittington.Perfecting Social Skills. By R. M. Eisler & L. W. Frederiksen.

Book Reviews

The Dynamics of Psychological Development. Alexander Thomas and Stella Chess. Child Abuse: An Agenda for Action. Edited by George Gerbner, Catherine J. Ross and Edward Zigler. Emotional Disorders in Children and Adolescents. Edited by G. Pirooz Sholevar, Ronald M. Benson and Barton J. Blinder. Educating Slow‐Learning and Maladjusted Children: Integration or Segregation? D. M. Galloway and Carole Goodwin. People not Patients. Problems and Policies in Mental Handicap. Peter Mittler. Female Adolescent Development. Edited by Max Sugar. Emerging Language in Autistic Children. Warren H. Fay and Adriana Schuler. An Evaluation of a School Psychological Service: the Portsmouth Pattern. H. J. Wright and T. A. N. Payne Educating Adolescent Girls. E. M. Chandler Gender and Disordered Behavior. Sex Differences in Psychopathology. Edited by Edith S. Gomberg and Violet Franks. Psiquiatria Infantil. F. Cobos. Aspects of Epilepsy. Proceedings of the Oxford Scientific Meeting of the International League Against Epilepsy (British Branch) Psychopathological Disorders of Childhood. (2nd Edition.) Edited by Herbert C. Quay and John S. Werry. Harry Stack Sullivan's Concepts of Personality Development and Psychiatric Illness. A. H. Chapman and Miriam Q. M. S. Chapman. The Guided Reinvention of Language. Andrew Lock. Adolescence and Alcohol. J. E. Mayer and W. J. Filstead. Are Young Children Egocentric? Edited by M. V. Cox Helping Your Handicapped Baby. C. Cunningham and P. Sloper Let Me Read. D. Jeffree and M. Skeffington. Art Activities for the Handicapped. S. M. Atack. Teaching the Handicapped Child. D. M. Jeffree, R. Mcconkey and S. Hewson Learning to Cope. E. Whelan and B. Speake. Helping the Retarded—A Systematic Behavioural Approach (2nd Edition). E. A. Perkins, P. D. taylor and A. C. M. Capie. Prevention of Mental Handicap. B.I.M.H. Conference Proceedings. Holes in the Welfare Net. M. Oswin. Infants at Risk. Assessment of Cognitive Functioning. Edited by R. B. Kearsley and I. E. Sigel Modern Management of Mental Handicap. A Manual of Practice. Edited by G B. Simon. Children and Youth Services Review. An international multi‐disciplinary quarterly review of the welfare of young people.