Predicting language ability in 5-year-olds with autism spectrum disorder: Some promising evidence1

2007 ◽  
Vol 1 (4) ◽  
pp. 199-200
Author(s):  
Laurence B. Leonard
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Language Ability ◽  
Spectrum Disorder

Treating Stuttering in Children With Autism Spectrum Disorder

2021 ◽  
pp. 208-222
Author(s):  
Shoko Miyamoto ◽  
Masayoshi Tsuge
Keyword(s):  
Autism Spectrum Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Case Reports ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Language Ability ◽  
Spectrum Disorder ◽  
Hyperactivity Disorder ◽  
Children With Asd ◽  
Factors Influencing

The number of case reports of children with autism spectrum disorder (ASD) who stutter is increasing. The duration of intervention for stuttering in children with attention-deficit hyperactivity disorder (ADHD) is often greater than for children who only stutter. Whether there is a similar pattern in children with ASD who stutter should also be examined. In this study, the factors influencing the prognoses of two children with stuttering and ASD were investigated. One child's stuttering had improved and had almost been eliminated, and the other's stuttering continued. The results of the investigation showed that a significant increase in language ability and the absence of physiological problems assisted in eliminating stuttering. The child who continued to stutter originally showed a higher than average language level and high anxiety. Preventing and eliminating anxiety that accompanies ASD, in addition to intervention for stuttering, may be indispensable to reduce stuttering and improve fluency.

scholarly journals Language Ability Predicts Cortical Structure and Covariance in Boys with Autism Spectrum Disorder

2016 ◽  
pp. bhw024 ◽  
Author(s):  
Megha Sharda ◽  
Nicholas E.V. Foster ◽  
Ana Tryfon ◽  
Krissy A.R. Doyle-Thomas ◽  
Tia Ouimet ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Language Ability ◽  
Spectrum Disorder ◽  
Cortical Structure

scholarly journals Erratum

2018 ◽  
Vol 42 (3) ◽  
pp. NP1-NP1
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Behavioral Development ◽  
Autism Spectrum ◽  
Language Ability ◽  
Spectrum Disorder ◽  
Online Version ◽  
Infant Siblings ◽  
Differential Attention

Wagner, J.B., Luyster, R.J., Moustapha, H., Tager-Flusberg, H., and Nelson, C. A. (2018). Differential attention to faces in infant siblings of children with autism spectrum disorder and associations with later social and language ability. International Journal of Behavioral Development, 42(1), 83–92. DOI: 10.1177/0165025416673475. This article was printed in the January 2018 issue of the International Journal of Behavioral Development with the first author, Jennifer B. Wagner’s, middle initial omitted. The online version of this article has now been updated to include this.

scholarly journals Exploring the use of the verbal intelligence quotient as a proxy for language ability in autism spectrum disorder

2020 ◽  
Vol 73 ◽  
pp. 101548
Author(s):  
Leticia Ribeiro de Oliveira ◽  
Jessica Brian ◽  
Elizabeth Kelley ◽  
Deryk Beal ◽  
Robert Nicolson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Intelligence Quotient ◽  
Autism Spectrum ◽  
Language Ability ◽  
Spectrum Disorder ◽  
Verbal Intelligence ◽  
Verbal Intelligence Quotient

The influence of child-based factors and parental inputs on expressive language abilities in children with autism spectrum disorder

Autism ◽  
2021 ◽  
pp. 136236132110545
Author(s):  
Xue-Ke Song ◽  
Wing-Chee So
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Skills ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Language Ability ◽  
Spectrum Disorder ◽  
Language Outcomes ◽  
Autistic Children ◽  
Language Abilities ◽  
Autism Traits

Studies of language development in children with autism spectrum disorder (ASD) have been primarily focused on the influence of child-based factors such as autism traits, IQ, and initial language skills. Yet the findings of these studies are inconclusive. There has, moreover, been little research compared the relative influences of child-based factors with environmental factors, (e.g. parental inputs). The current study attempts to fill this research gap by examining a range of both child-based factors and parental inputs. We measured the structural language abilities manifested in parent-child interactions over four time points across nine months in 42 Chinese-speaking autistic children ( M = 57.42 months, SD = 11.39). Our results showed that children’s mean length of utterance (MLU), word types, and word tokens grew rapidly, but their development trajectories varied. Initial expressive language ability was a significant predictor of children’s language outcomes, while nonverbal IQ and autism traits did not relate to children’s language abilities when controlling for initial expressive language ability. Parents’ MLU, word tokens, and word types did not associate with children’s structural language abilities. The findings shed lights on the importance of one of the child-based factors in particular, that is, initial expressive language skills, in the language development of autistic children. Lay abstract Language impairment is one of the early signs of Autism Spectrum Disorder (ASD) that alerts parents to take their children for early diagnosis and intervention. Little is known about how children’s autism traits, IQ, initial language abilities and parental inputs influence their language abilities. In addition, only a few studies have compared the relative influence of these factors. The present study addressed these issues by examining the structural language in parent-child spontaneous interactions. Forty-two Cantonese (Chinese)-speaking autistic children aged four to eight were recruited. Their expressive language skills grew rapidly more than 9 months, but their development trajectories varied. Initial expressive language ability is the only significant predictor of child language outcomes and language growth trajectories. In contrast, nonverbal cognition, autism traits, and parents’ input do not affect language outcomes in children with ASD. Therefore, early language intervention is crucial for autistic children at all severity and IQ levels.

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