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Author : Michael Rosenthal
Publisher :
ISBN 13 :
Total Pages : 118 pages
Book Rating : 4.:/5 (15 download)
Download or read book Predictors of School-age Language Functioning in Autism written by Michael Rosenthal and published by . This book was released on 2006 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Lauren E. Miller
Publisher :
ISBN 13 :
Total Pages : 90 pages
Book Rating : 4.:/5 (953 download)
Download or read book Preschool Predictors of School-age Academic Achievement in Autism Spectrum Disorder written by Lauren E. Miller and published by . This book was released on 2016 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : David Amaral
Publisher : Oxford University Press
ISBN 13 : 0199707472
Total Pages : 1445 pages
Book Rating : 4.1/5 (997 download)
Download or read book Autism Spectrum Disorders written by David Amaral and published by Oxford University Press. This book was released on 2011-05-01 with total page 1445 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism is an emerging area of basic and clinical research, and has only recently been recognized as a major topic in biomedical research. Approximately 1 in 150 children are diagnosed as autistic, so it is also an intense growth area in behavioral and educational treatments. Financial resources have begun to be raised for more comprehensive research and an increasing number of scientists are becoming involved in autism research. In many respects, autism has become a model for conducting translational research on a psychiatric disorder. This text provides a comprehensive summary of all current knowledge related to the behavioral, experiential, and biomedical features of the autism spectrum disorders including major behavioral and cognitive syndromology, common co-morbid conditions, neuropathology, neuroimmunology, and other neurological correlates such as seizures, allergy and immunology, gastroenterology, infectious disease, and epidemiology. Edited by three leading researchers, this volume contains over 80 chapters and nine shorter commentaries by thought leaders in the field, making the book a virtual "who's who" of autism research. This carefully developed book is a comprehensive and authoritative reference for what we know in this area as well as a guidepost for the next several years in all areas of autism research.
Author : Rhea Paul
Publisher : Mosby
ISBN 13 : 9780323071840
Total Pages : 0 pages
Book Rating : 4.0/5 (718 download)
Download or read book Language Disorders from Infancy Through Adolescence written by Rhea Paul and published by Mosby. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language Disorders from Infancy Through Adolescence, 4th Edition is the go-to text for all the information you need to properly assess childhood language disorders and provide appropriate treatment. This core resource spans the entire developmental period through adolescence, and uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, instruction best practices, and social skills assessment. Comprehensive text covers the entire developmental period through adolescence. Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice. Straightforward, conversational writing style makes this book easy to read and understand. More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts. UNIQUE! Practice exercises with sample transcripts allow you to apply different methods of analysis. UNIQUE! Helpful study guides at the end of each chapter help you review and apply what you have learned. Versatile text is perfect for a variety of language disorder courses, and serves as a great reference tool for professional practitioners. Highly regarded lead author Rhea Paul lends her expertise in diagnosing and managing pediatric language disorders. Communication development milestones are printed on the inside front cover for quick access. Chapter objectives summarize what you can expect to learn in each chapter. Updated content features the latest research, theories, trends and techniques in the field. Information on autism incorporated throughout the text Best practices in preliteracy and literacy instruction The role of the speech-language pathologist on school literacy teams and in response to intervention New reference sources Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed.
Author : Audrey Thurm
Publisher :
ISBN 13 :
Total Pages : 194 pages
Book Rating : 4.:/5 (411 download)
Download or read book Predictors of Language Development in Preschool Children with Autism written by Audrey Thurm and published by . This book was released on 1998 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Oliver Selzer
Publisher : GRIN Verlag
ISBN 13 : 3656352194
Total Pages : 24 pages
Book Rating : 4.6/5 (563 download)
Download or read book Language development in children with autism spectrum disorders written by Oliver Selzer and published by GRIN Verlag. This book was released on 2013-01-15 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2012 in the subject Pedagogy - Pedagogic Psychology, grade: 2,0, University of Cologne, language: English, abstract: The development or acquisition of language separates the human being from any other mammal, enabling him to efficiently communicate and socialize with every other member of the same race. Thus, acquiring and developing this form of communication is crucial not only for means of transporting meaning itself, but for ensuring the human race to exist. Under normal circumstances every child can acquire every existing language, depending on it’s surrounding (cf. chapter two). Normal circumstances imply medical, cognitive and social parameters; if these three determining factors play together typically, a child may acquire a language in a stage-like order. In each stage, fundamental elements (or rules) of language are being learned (e.g. phonology, morphology, prosody etc.). In case of an autism spectrum disorder, one or more of the three determining factors is deficient – hence the acquisition of language deviates from its typical course. As will be described in chapter one, the actual type of autism plays a pivotal role in how problems in language acquisition will manifest: e.g., children with Asperger syndrome or some other type of high-functioning autism will be more likely to have problems in Pragmatics, whereas children with low-functioning type of autism may be challenged with producing language at all. Hence in this paper, I will examine this deviant development by looking closely into the fundamental rules of language in “typical” and autistic learners. I will introduce very basic knowledge on medical, cognitive and social impairments autism spectrum disorders may consist of; then, the above mentioned comparison of fields of language will be conducted. Chapter four will conclude with prospects on therapeutics and teaching, introducing concepts and constructing possible classroom intervention.
Author : Manisha D. Udhnani
Publisher :
ISBN 13 :
Total Pages : 63 pages
Book Rating : 4.:/5 (17 download)
Download or read book Predictors of Individual Differences in Language in Youth with Down Syndrome and Autism Spectrum Disorder written by Manisha D. Udhnani and published by . This book was released on 2018 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Language is a major impairment in both Down syndrome and autism spectrum disorder (ASD), and thus, has a profound impact on everyday abilities. Research has explored the neurocognitive associates of language and has identified executive function (EF) and social abilities as domains associated with language. However, research has yet to identify these relations using parent report or examine them within the context of broader structural and pragmatic language abilities, two overarching domains of language. The current study utilizes informant report measures to examine the relations between these two domains of language and executive and social functioning. As findings in the literature on sex differences in language are mixed, the current study also sought to examine whether language varied as a function of sex. Method: Participants included 68 individuals with Down syndrome (Mage = 12.9) and 108 youth with autism spectrum disorder (Mage = 7.6). Participants completed parent reports of language, using the Children's Communication Checklist-II, EF, using the Behavior Rating Inventory of Executive Functioning, and social abilities, measured by the Vineland Adaptive Behavior Scale or the Adaptive Behavior Assessment System. Results: Social abilities predicted structural language, and both EF and social abilities predicted pragmatic language in Down syndrome. In autism spectrum disorder, social and executive functioning predicted both structural and pragmatic language. Finally, sex differences were found in Down syndrome (males
Author : Charles Hulme
Publisher : John Wiley & Sons
ISBN 13 : 1118697308
Total Pages : 471 pages
Book Rating : 4.1/5 (186 download)
Download or read book Developmental Disorders of Language Learning and Cognition written by Charles Hulme and published by John Wiley & Sons. This book was released on 2013-04-02 with total page 471 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important new text is a comprehensive survey of current thinking and research on a wide range of developmental disorders. Highlights key research on normal and typical development Includes clinical case studies and diagrams to illustrate key concepts A reader-friendly writing style
Author : Kelley Knoch
Publisher :
ISBN 13 :
Total Pages : 134 pages
Book Rating : 4.:/5 (891 download)
Download or read book Early Predictors of Executive Function Abilities in School-aged Children with Autism Spectrum Disorders written by Kelley Knoch and published by . This book was released on 2014 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Jacob A. Burack
Publisher : Routledge
ISBN 13 : 1135669074
Total Pages : 674 pages
Book Rating : 4.1/5 (356 download)
Download or read book The Development of Autism written by Jacob A. Burack and published by Routledge. This book was released on 2001-06-01 with total page 674 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dedicated to the memory and work of Lisa Capps, this volume is a forum for scholars and practitioners interested in the typical and atypical development of persons with autism. Each chapter is focused on theoretical considerations and the empirical evidence regarding a specific aspect of functioning, but common themes of development are considered throughout. Within this framework, the contributors provide a detailed and comprehensive account of the development of persons with autism. The book is divided into four sections: (1) Developmental, Neurobiological, Genetic, and Family Considerations; (2) Attention and Perception; (3) Cognition, Theory of Mind, and Executive Functioning; and (4) Social and Adaptive Behaviors. With the consideration of this broad range of topics, this volume is both a state-of-the-art resource about autism and a unique contribution to the study of development. It will be of interest to researchers and care providers from several domains, including psychology, psychiatry, social work, developmental psychology, and education. This volume can be used as a text in graduate and advanced undergraduate courses, and as a resource in applied settings.
Author : Nancy Susan McIntyre
Publisher :
ISBN 13 : 9781321806854
Total Pages : pages
Book Rating : 4.8/5 (68 download)
Download or read book Social, Language, and Executive Cognition Factors in Reading Development in School-aged Children with High-functioning Autism written by Nancy Susan McIntyre and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Since autism may be first diagnosed early in life, most of the intervention research has focused on the preschool period. However, the longest, most intense and most consistent platform for intervention for children with autism is provided by their experiences in kindergarten through high school education. We currently know little about the factors that facilitate or impede learning and outcomes in this school-aged period, nor how to mitigate the latter. This dissertation study contributed new knowledge in this regard, specifically with respect to the heterogeneity found in factors that supported proficient reading comprehension in eighty-one 8-16-year-old children with high-functioning autism spectrum disorders (HFA). Data from two control groups, students with attention-deficit/hyperactivity disorder (ADHD; n = 39) and students with typical development (TD; n = 44), was used for comparison purposes in many analyses. This study assessed in detail both of the elements of the Simple Model of Reading (Gough & Tumner, 1986): word reading skills and oral language abilities. Associations with and between measures of verbal working memory, core features of autism spectrum disorders (ASD), and ADHD symptomatology, were also examined. This provided unprecedented opportunities to explore strengths and weaknesses in component reading processes, clinical symptomatology, and their associations with one another and with reading comprehension utilizing SEM analytic techniques. Variability in reading comprehension was found utilizing two reading comprehension assessments with diverse task demands with most, but not all, students with HFA showing deficits on one or both assessments in contrast to TD and ADHD control groups. Furthermore, preliminary, cross-sectional data provided evidence that reading comprehension impairments increased with age; younger students read 1.3 grades below grade level, but older students read 2.5 grades below grade level on average. Core features of ASD were found to place students at risk for oral language deficiencies and reading impairments. The Simple Model of Reading did not explain reading comprehension in students with HFA in the same way it did in students with TD. Structural and higher-order language abilities were commonly impaired in students with HFA and fully mediated the association between word reading accuracy skills and reading comprehension in students with HFA but not in TD controls. A substantial subgroup of HFA students had intact structural language skills, and this was associated with concomitantly proficient word reading skills and relatively better reading comprehension. High ADHD symptomatology placed students with HFA at increased risk for the phonological processing and word decoding deficits often associated with dyslexia, or reading disability (RD). Furthermore, both HFA and ADHD groups performed significantly lower than TD on rapid automatized naming tasks (RAN), providing evidence that for many students, impaired automaticity of the neural circuits that support reading may create a bottleneck which could then constrain reading comprehension. Beyond the basic tenets of the Simple Model, examination of the role of verbal working memory for HFA students revealed that working memory fully mediated the relation between reading accuracy and oral language, supporting the hypothesis that fluent word reading leaves more working memory resources available to process relations between words and ideas while maintaining an updated model of the textbase and proficiently integrating inferences generated from prior world knowledge to create a globally coherent situation model of the text (e.g. Kirby & Savage, 2008). Weakness in any facet of this complex system will impair reading comprehension, therefore a thorough assessment of all facets, including ASD and ADHD symptomatology, will inform reading instruction for students with HFA.
Author : Joanne Arciuli
Publisher : John Benjamins Publishing Company
ISBN 13 : 9027270325
Total Pages : 283 pages
Book Rating : 4.0/5 (272 download)
Download or read book Communication in Autism written by Joanne Arciuli and published by John Benjamins Publishing Company. This book was released on 2014-10-15 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment. Perhaps the most fascinating thing about communication in autism is that variation is as extreme as it could possibly be. While some individuals with autism have age-appropriate language, a number have exceptional language skills; others have little or no spoken language. In between these extremes are individuals who experience significant linguistic impairments. These impairments can affect peer relations and literacy skills. The chapters in this volume provide comprehensive coverage of both the theoretical underpinnings and the practical aspects of autistic communication. The result is a volume that showcases the wide range of methodologies being used in this field of research. It is invaluable for scientists, service providers, parents, individuals with autism, and students learning about communication and autism (e.g., in psychology, speech pathology, and education).
Author :
Publisher :
ISBN 13 : 9780708720578
Total Pages : pages
Book Rating : 4.7/5 (25 download)
Download or read book The New Reynell Developmental Language Scales written by and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Olivia A Boorom
Publisher :
ISBN 13 :
Total Pages : 95 pages
Book Rating : 4.:/5 (13 download)
Download or read book The Influence of Language Phenotype on Predictors of Emergent Literacy in Children with an Autism Spectrum Disorder written by Olivia A Boorom and published by . This book was released on 2018 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: The development of emergent literacy skills in children with Autism Spectrum Disorders (ASD) is a growing subject of inquiry in the field of communication sciences and disorders; however, few studies have investigated the relationship between oral language skills and emergent literacy as a function of various language phenotypes of children with ASD. The purpose of this study was to investigate the relationship between oral language abilities in various domains and emergent literacy skills as a function of two language phenotypes, ASD Language Normal (ALN) and ASD Language Impaired (ALI). These phenotypes were determined based on the standardized test scores of a nonword repetition measure of phonological memory. Domains of oral language assessed included semantics (definitional vocabulary and lexical retrieval), morphology, syntax, and pragmatics (receptive/expressive language). Emergent literacy skills assessed in this study include phonological awareness and print knowledge. The participants consisted of 11 children diagnosed with ASD between the ages of 4 years 0 months and 5 years 11 months. Of those 11 participants, 4 were classified in the ALN phenotype and 7 in the ALI phenotype. Significant positive correlations were found between the oral language skills of definitional vocabulary, syntax, morphology, and pragmatics, and phonological awareness. No significant correlations were found between print knowledge and oral language skills with the exception of lexical retrieval. Furthermore, phonological awareness performance was found to be significantly different as a function of phenotype, while print knowledge was not. ALN participants demonstrated greater abilities in phonological awareness than ALI participants, while print knowledge skills were strong in both phenotype groups. These results demonstrate a significant relationship between phonological awareness performance and oral language domains, as well as ASD language phenotype. Overall, participants in the ALN phenotype had significantly higher scores in measures of vocabulary, syntax, morphology, pragmatics, and phonological awareness. Scores on these standardized tests indicate a distinct emergent literacy profile for both ALN and ALI participants, with oral language domains that are significantly related to phonological awareness ability. These profiles and their relationship with measures of oral language should be considered when evaluating and formulating treatment goals for preschool aged children with ASD.
Author : Jonathan Luke Panganiban
Publisher :
ISBN 13 :
Total Pages : 60 pages
Book Rating : 4.:/5 (18 download)
Download or read book Super Responders: Predicting Expressive Language Gains Among Minimally Verbal Children with Autism Spectrum Disorder written by Jonathan Luke Panganiban and published by . This book was released on 2019 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: Much research in autism spectrum disorders (ASD) has focused on the development of efficacious interventions to address the core deficits of ASD. However, the heterogeneous nature of ASD complicates the development of such interventions. With great heterogeneity in the expression of ASD's core deficits, it is unlikely that there is a one size fits all intervention. It is important for researchers to understand for whom an intervention works. Advancements in data analytics, in particular machine learning, provide new methods to identify subgroups among a given population, and can potentially help to identify for whom intervention works best. Of particular interest are minimally verbal individuals. A targeted social communication intervention known as JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation) has shown promise for improving language outcomes among minimally verbal children with ASD and may provide the context to examine the question of for whom an intervention benefits. This study aims to develop a model predicting expressive language gains among minimally verbal, preschool aged children with ASD that received a targeted social communication intervention. Classification and regression tree (CART) analysis was used to explore the relationship between child characteristics and gains in expressive language. Secondary data analysis was conducted on a sample of 99 minimally verbal, preschool age children with ASD, collected from participants across five previous intervention studies. Expressive language gains (outcome) were calculated using expressive language age equivalents from the Mullen Scales for Early Learning. Predictors for the analyses were taken from child demographics and behavioral assessments completed prior to intervention. The initial list of predictors included race, gender, ASD severity, visual reception age equivalent, fine motor age equivalent, joint attention gestures, requesting gestures, and play skills. Using expressive language age equivalent change scores, 47% (n = 47) of the sample were identified as "super responders," children that exceeded expressive language gains typically expected through maturation. To predict responder status, all initial predictors were used to generate conditional inference forest, from which the most important variables would be chosen for the final model. Conditional inference results identified three variables to be fitted into the final model; play diversity, requesting gestures, and fine motor age equivalent. A final conditional inference tree was created, with play diversity being the only significant predictor of responder status. Participants with an entry play diversity score above 23 predicted super response while scores of 23 or below predicted slow response. The overall model accuracy was 67%, with a specificity of 55% and sensitivity of 78%. As a comparison, stepwise logistic regression was run, and play diversity was again the only significant predictor of responder status ( 2 (1) = 10.686, p = .001). Receiver operating characteristic curves were generated to compare model performance, and comparison of area under the curves for the two models showed no statistical difference (p = .82). Overall accuracy of the conditional inference tree was moderate, and performed similarly to the more traditional logistic regression analysis. However, the conditional inference tree provides a cutoff point that may provide clinical utility over the regression results. Both models identify play diversity as in important predictor of expressive language gains from JASPER, which is a play based social communication intervention. Additionally, our model appears to be more sensitive to identifying slow responders. The role of play diversity and expressive language gains in JASPER is discussed.
Author : Sara S. Sparrow
Publisher :
ISBN 13 : 9780749170998
Total Pages : pages
Book Rating : 4.1/5 (79 download)
Download or read book Vineland Adaptive Behavior Scales written by Sara S. Sparrow and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Janet Metcalfe
Publisher : Oxford University Press, USA
ISBN 13 : 019998834X
Total Pages : 368 pages
Book Rating : 4.1/5 (999 download)
Download or read book Agency and Joint Attention written by Janet Metcalfe and published by Oxford University Press, USA. This book was released on 2013-09-19 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: The puzzle that motivates Agency and Joint Attention is how people are able at one and the same time to maintain their own sense of autonomy, taking responsibility for their own actions and distinguishing them from the actions of others, while still being able to understand, appreciate, and coordinate their thoughts and actions with other people.
