Speech Of Autistic Children Research Articles

Hybrid model for speech emotion recognition of normal and autistic children (SERNAC)

Since the last decade, autism spectrum disorder (ASD) has been used as a general term to describe a wide range of conditions, including autistic syndrome, Asperger's disorder, and pervasive developmental disability. This problem emerges as a decreased ability to share emotions and a greater difficulty understanding others' feelings, leading to increased social communication difficulties. To assist patients with ASD, we proposed a concept that incorporates speech emotion detection technologies, which are widely used in the field of human-computer interaction (particularly youngsters). An algorithm based on a novel method for classifying normal and autistic children's speech emotions is implemented in this article. The training data set is treated to a new approach after all features have been extracted. The technique discussed in this study is the creation of a hybrid algorithm that serves as a classifier for normal and autistic children's speech emotions. Voice emotion recognition can be identified accurately and with a lower error rate. The data collection includes speech samples from 200 normal and 250 autistic groups in four moods (Angry, Happy, Neutral and Sad). As per research findings, the implemented hybrid algorithm for Normal and Autistic Children Speech Emotions (SERNAC) outperformed the existing classifiers by increasing accuracy.

Structure and acoustics of the speech of verbal autistic preschoolers.

In this study, we report an extensive investigation of the structural language and acoustical specificities of the spontaneous speech of ten three- to five-year-old verbal autistic children. The autistic children were compared to a group of ten typically developing children matched pairwise on chronological age, nonverbal IQ and socioeconomic status, and groupwise on verbal IQ and gender on various measures of structural language (phonetic inventory, lexical diversity and morpho-syntactic complexity) and a series of acoustical measures of speech (mean and range fundamental frequency, a formant dispersion index, syllable duration, jitter and shimmer). Results showed that, overall, the structure and acoustics of the verbal autistic children's speech were highly similar to those of the TD children. Few remaining atypicalities in the speech of autistic children lay in a restricted use of different vocabulary items, a somewhat diminished morpho-syntactic complexity, and a slightly exaggerated syllable duration.

Speech Development and Communicative Demands in Autistic Children Using the Picture Exchange Communication System (PECS)

Background: PECS, or Picture Exchange Communication System, addressed in writing. The answers for such schemes to influence word retrieval in autism spectrum disorders in children (ASD). Objective: The objective of the current study finding out the effects of Development of the picture exchange communication system in autistic children's speech and communicative requesting was the main goal of the current study. Materials & Methods: The study design was Qusai experimental. The research was carried out at Riphah International University Lahore campus. Data was collected from Lahore. The study time was six months after the approval of synopsis. Data was collected from the Autistic children and purposive sampling technique was used in this research. The sample size calculated was ten. The picture-exchange technique for communication (PECS) was used for data collection. Data was examined using SPSS software and Endnotes were used for references. Results: Results from the Childhood Autism Rating Scale (CARS) assessment scoring form indicated that there is a significant relationship between the Effects of Communicative PECS speech and request development in autistic children, overall analysis of the pre and post scores of CARS assessment. In which mean of pre score is 36.15 and mean of post score is 29.5. The standard deviation of pre score is 8.47 and the post score standard deviation is 5.39. The mean difference showed the improvement between CARS pre and post assessment. Used was the paired sample t test for finding the mean difference between the pre and post scores. The results indicate that every participant showed improvement in different skills such as verbal and nonverbal communication, visual response. Some participants got higher in verbal communication Practical implication: This will give us a better understanding of how speech develops in children with autism and how children’s vocabulary develops and awareness develops in children. Conclusion: The pre-post assessment of The Childhood Autism Rating scale (CARS) with intervention of PECS concluded that there is significant influence of intervention using a photo exchange communication technology for autistic kids. Keywords: Autism, Chemical Imbalance, PECS, CARS, Autism Rating Scale, Autism spectrum condition

A Multidimensional Reappraisal of Language in Autism: Insights from a Discourse Analytic Study.

In this article, we leverage theoretical insights and methodological guidelines of discourse analytic scholarship to re-examine language phenomena typically associated with autism. Through empirical analysis of the verbal behavior of three children with autism, we engage the question of how prototypical features of autistic language-notably pronoun atypicality, pragmatic deficit, and echolalia-might conceal competencies and interactional processes that are largely invisible in mainstream research. Our findings offer a complex picture of children with autism in their use of language to communicate, interact and experience others. Such a picture also deepens our understanding of the interactional underpinnings of autistic children's speech. Finally, we describe how our findings offer fruitful suggestions for clinical intervention.

P-341 - Using cognitive tasks to improve language impairments in persian high functioning autistic children

Although High Functioning Autistic (HFA) children are able to produce speech, Language impairment in all conversational maxims (quantity, quality, relevance, and manner) is considered significant among them even though it can have varying degrees. However, because diagnosis of ASD is possible since the development of language, early effective interventions for HFA children can encourage more efficient communication. Given that there has been no training program devised specifically to target Iranian autistic children's speech deficiency in areas such as pronoun use, acquisition of person deixis, and pronoun-verb agreement, a multifaceted approach towards addressing the deficiency of these children is essential. Thus, in order to prepare an effective language training program for Iranian HFA children, two psychologists together with a linguist investigated contemporary research, both theoretical and practical. Qualitative methods such as applied clinical observation, made in a center for Autistic Disorders in Tehran, were also used. Findings indicated the importance of using cognitive domain, especially Theory of Mind and Verbal-semantic coherence, which could make feasible the design of appropriate linguistic tasks. In the meantime, the application of various cognitive tasks in enhancement of all areas of applied linguistics (syntax, semantics, and pragmatics) is further discussed.

Infant and toddler oral‐ and manual‐motor skills predict later speech fluency in autism

Spoken and gestural communication proficiency varies greatly among autistic individuals. Three studies examined the role of oral- and manual-motor skill in predicting autistic children's speech development. Study 1 investigated whether infant and toddler oral- and manual-motor skills predict middle childhood and teenage speech fluency; Study 2 verified those early infant and toddler predictions with historical home video; and Study 3 assessed the relation between autistic children's current-day oral-motor skill and their speech fluency. Infant and toddler oral-motor and manual-motor skills inter-correlated significantly, distinguished autistic children (N = 115) from typically developing children (N = 44), and distinguished autistic children whose current-day speech was minimally fluent (N = 33), moderately fluent (N = 39), and highly fluent (N = 39). These results were corroborated by analysis of historical home video (N = 32) and verified with current-day assessment (N = 40). The prominent associations among early oral- and manual-motor skills and later speech fluency bear implications for understanding communication in autism. For instance, these associations challenge the common assumption (made even in diagnostic criteria) that manual modes of communication are available to autistic individuals - if simply they choose to use them. These associations also highlight a potential confound from manual-motor skills when assessing autistic cognition, receptive language, and 'nonverbal' social communication.

Echolalia and comprehension in autistic children.

The research reported in this paper investigates the phenomenon of echolalia in the speech of autistic children by examining the relationship between the frequency of echolalia and receptive language ability. The receptive language skills of 10 autistic children were assessed, and spontaneous speech samples were recorded. Analysis of these data showed that those children with poor receptive language skills produced significantly more echolalic utterances than those children whose receptive skills were more age-appropriate. Children who produced fewer echolalic utterances, and had more advanced receptive language ability, evidenced a higher proportion of mitigated echolalia. The most common type of mitigation was echo plus affirmation or denial.

Changing the Speech of Autistic Children and Their Parents

The parents of nine autistic preschool children were trained in behavior modification and operant techniques of teaching speech. The study used a multiple baseline design with Group 1 completing behavior modification training while Group 2 remained on the waiting list. Then, Group 1 entered speech training while Group 2 began behavior modification. Finally, Group 2 received speech training. Videotape assessments of parents and child were made pretreatment and after each stage of training. The tapes were coded reliably for the parents' speech oriented and non-speech oriented language and the childrens' speech and non-speech behaviors. There was no change in parental speech oriented language following behavior modification but a substantial rise in such language was noted after speech training. Both mothers and fathers changed after training, although mothers were consistently more active than fathers. Both before and after training, the parents of the more verbal children emitted more speech oriented langu...

The Quest for a Linguistic Model to Study the Speech of Autistic Children: Studies on Echoing

Abstract Normal linguistic development is dependent upon a highly organized psychic apparatus. Innate potentials for development may go awry at varying stages. In childhood autism, linguistic competence becomes fixated at early stages of language development because of underlying disturbances in mental structures. Speech-act analysis of language usefully clarifies certain aspects of autistic children's language and social difficulties. Focus on one aspect of autistic children's language—the tendency to echo when confronted by incomprehensible language demands—can illuminate the cognitive and social impairments of autistic children, one form of adaptation to their impairlments, and fundamental differences in the emergence of language competence between autistic and normal children. Measures of autistic children's speech (latency of response and length of utterance) can increase our understanding of ego development by suggesting appropriate new models.

Verbal stereotypy in childhood emotional disorder.

All who work with severely disturbed schizophrenic children recognize the severe impairment in their ability to communicate. Bender [1] has given a comprehensive description of the kinds of speech disorder which occur, including partial mutism, echolalia, and perseverative utterances. More recently, there has been increasing interest in the speech of autistic children, taking the form of attempts to classify verbal behavior [2, 3] and to elicit speech, within a total therapeutic situation [4, 5].KeywordsAutistic ChildSpeech PatternDeep SleepSpontaneous SpeechSpeech DisorderThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

The speech behavior and language comprehension of autistic children

This pilot study attempted objective description of certain aspects of autistic children's speech production, language comprehension, and relationship to the environment. For each of the three areas, it was determined that data could be quantified in tabular form to indicate trends in the behavior of these children. Comparison of results in the three areas revealed discrepancies in the data which are no doubt due to the crudeness of the preliminary rating scales. It is obvious that measurement and observational techniques will need considerable refinement before further data are obtained. However, the pilot study did produce sufficiently promising results to encourage detailed study of the language development and comprehension of autistic children combined with an analysis of other aspects of their behavior.