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Direct linkBroome, Kate; McCabe, Patricia; Docking, Kimberley; Doble, Maree; Carrigg, Bronwyn – Journal of Speech, Language, and Hearing Research, 2021
Purpose: This study aimed to provide detailed descriptive information about the speech of a heterogeneous cohort of children with autism spectrum disorder (ASD) and to explore whether subgroups exist based on this detailed speech data. High rates of delayed and disordered speech in both low-verbal and high-functioning children with ASD have been…
Descriptors: Autism, Pervasive Developmental Disorders, Speech Communication, Preschool Children
Frazier, Thomas W.; Hauschild, Kathryn M.; Klingemier, Eric; Strauss, Mark S.; Hardan, Antonio Y.; Youngstrom, Eric A. – Journal of Intellectual & Developmental Disability, 2020
Background: Language assessment is a key element of evaluations of children and adolescents with neurodevelopmental disorders (NDDs). The present study examined the validity of a gaze-based receptive language index (RLI) in predicting language test results.Method: Participants included toddlers, pre-school, and school age children and adolescents…
Descriptors: Children, Adolescents, Neurological Impairments, Evaluation Methods
Download full textNowell, Sallie W.; Watson, Linda R.; Crais, Elizabeth R.; Baranek, Grace T.; Faldowski, Richard A.; Turner-Brown, Lauren – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The purpose of this study was to understand how joint attention and sensory-regulatory features are related in early childhood and predict language and social-communication outcomes in preschool in order to build mechanistic theories that can inform early intervention directed at improving these outcomes. Method: Cross-lagged panel…
Descriptors: Preschool Children, Toddlers, At Risk Persons, Autism
Nevill, Rose; Hedley, Darren; Uljarevic, Mirko; Sahin, Ensu; Zadek, Johanna; Butter, Eric; Mulick, James A. – Autism: The International Journal of Research and Practice, 2019
This study investigated language profiles in a community-based sample of 104 children aged 1-3 years who had been diagnosed with autism spectrum disorder using "Diagnostic and Statistical Manual of Mental Disorders" (5th ed.) diagnostic criteria. Language was assessed with the Mullen scales, Preschool Language Scale, fifth edition, and…
Descriptors: Autism, Pervasive Developmental Disorders, Young Children, Language Skills
Walton, Katherine M.; Ingersoll, Brooke R. – Autism: The International Journal of Research and Practice, 2016
Literature on "Thin Slice" ratings indicates that a number of personality characteristics and behaviors can be accurately predicted by ratings of very short segments (<5?min) of behavior. This study examined the utility of Thin Slice ratings of young children with autism spectrum disorder for predicting developmental skills and…
Descriptors: Autism, Pervasive Developmental Disorders, Language Acquisition, Preschool Children
Schwartzman, Jessica M.; Hardan, Antonio Y.; Gengoux, Grace W. – Autism: The International Journal of Research and Practice, 2021
Elevated parenting stress among parents of children with autism spectrum disorder is well-documented; however, there is limited information about variability in parenting stress and relationships with parent ratings of child functioning. The aim of this study was to explore profiles of parenting stress among 100 parents of young children with…
Descriptors: Autism, Pervasive Developmental Disorders, Stress Variables, Child Rearing
McDaniel, Jena; Yoder, Paul; Crandall, Madison; Millan, Maria Estefania; Ardel, Christina Mich; Gengoux, Grace W.; Hardan, Antonio Y. – Autism: The International Journal of Research and Practice, 2020
A pivotal response treatment package consisting of clinician-delivered and parent-implemented strategies was recently found to be effective in improving language and social communication deficits in children with autism spectrum disorder. Reciprocal vocal contingency, an automated measure of vocal reciprocity, may provide stronger and…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Intervention
Pennington, Robert; Flick, Allison; Smith-Wehr, Kendra – Focus on Autism and Other Developmental Disabilities, 2018
In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention…
Descriptors: Prompting, Teaching Methods, Moderate Intellectual Disability, Time
Westerveld, Marleen F.; Trembath, David; Shellshear, Leanne; Paynter, Jessica – Journal of Special Education, 2016
A wealth of research has been conducted into emergent literacy (i.e., precursors to formal reading) skills and development in typically developing (TD) children. However, despite research suggesting children with autism spectrum disorder (ASD) are at risk of reading challenges, limited research exists on their emergent literacy. Thus, we aimed to…
Descriptors: Emergent Literacy, Literature Reviews, Preschool Children, Pervasive Developmental Disorders
Walton, Katherine M.; Ingersoll, Brooke R. – Autism: The International Journal of Research and Practice, 2015
Adult responsiveness is related to language development both in young typically developing children and in children with autism spectrum disorders, such that parents who use more responsive language with their children have children who develop better language skills over time. This study used a micro-analytic technique to examine how two facets…
Descriptors: Autism, Pervasive Developmental Disorders, Parent Child Relationship, Interaction
Bennett, Teresa A.; Szatmari, Peter; Georgiades, Katholiki; Hanna, Steven; Janus, Magdelena; Georgiades, Stelios; Duku, Eric; Bryson, Susan; Fombonne, Eric; Smith, Isabel M.; Mirenda, Pat; Volden, Joanne; Waddell, Charlotte; Roberts, Wendy; Vaillancourt, Tracy; Zwaigenbaum, Lonnie; Elsabbagh, Mayada; Thompson, Ann – Journal of Child Psychology and Psychiatry, 2015
Background: Differences in how developmental pathways interact dynamically in children with autism spectrum disorder (ASD) likely contribute in important ways to phenotypic heterogeneity. This study aimed to model longitudinal reciprocal associations between social competence (SOC) and language (LANG) pathways in young children with ASD. Methods:…
Descriptors: Autism, Pervasive Developmental Disorders, Child Development, Longitudinal Studies
Dykstra, Jessica R.; Sabatos-DeVito, Maura G.; Irvin, Dwight W.; Boyd, Brian A.; Hume, Kara A.; Odom, Sam L. – Autism: The International Journal of Research and Practice, 2013
This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data…
Descriptors: Autism, Pervasive Developmental Disorders, Preschool Children, Preschool Education
Volden, Joanne; Smith, Isabel M.; Szatmari, Peter; Bryson, Susan; Fombonne, Eric; Mirenda, Pat; Roberts, Wendy; Vaillancourt, Tracy; Waddell, Charlotte; Zwaigenbaum, Lonnie; Georgiades, Stelios; Duku, Eric; Thompson, Ann – American Journal of Speech-Language Pathology, 2011
Purpose: The Preschool Language Scale, Fourth Edition (PLS-4; Zimmerman, Steiner, & Pond, 2002) was used to examine syntactic and semantic language skills in preschool children with autism spectrum disorders (ASD) to determine its suitability for use with this population. We expected that PLS-4 performance would be better in more…
Descriptors: Preschool Children, Pervasive Developmental Disorders, Autism, Language Tests
Katz, Esther; Girolametto, Luigi – Topics in Early Childhood Special Education, 2013
The purpose of this study was to investigate the effects of peer intervention on the social interactions of children with autism spectrum disorder (ASD). In this model, a speech-language pathologist and three early childhood educators trained typically developing peers to engage children with ASD in play. Three preschool children with ASD and six…
Descriptors: Peer Teaching, Intervention, Preschool Children, Pervasive Developmental Disorders
Jahromi, Laudan B.; Meek, Shantel E.; Ober-Reynolds, Sharman – Journal of Child Psychology and Psychiatry, 2012
Background: It is well accepted that emotion regulation difficulties are a serious concern for children with ASD, yet empirical studies of this construct are limited for this population. The present study describes group differences between high functioning children with autism and their typical peers in frustration and discrete coping strategies…
Descriptors: Autism, Video Technology, Coping, Emotional Response
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