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Thomas RP, Wittke K, Blume J, Mastergeorge AM, Naigles L. Predicting Language in Children with ASD Using Spontaneous Language Samples and Standardized Measures. J Autism Dev Disord 2023; 53:3916-3931. [PMID: 35930209 DOI: 10.1007/s10803-022-05691-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/16/2022] [Indexed: 10/16/2022]
Abstract
This longitudinal study examined the degree to which standardized measures of language and natural language samples predicted later language usage in a heterogeneous sample of children with autism spectrum disorder (ASD), and how this relationship is impacted by ASD severity and interventions. Participants with a diagnosis of ASD (N = 54, 41 males) completed standardized assessments of language and social functioning; natural language samples were transcribed from play-based interactions. Findings indicated that standardized language measures, natural language measures, and ADOS severity were each unique predictors of later lexical use. Intervention types also appeared to impact later language; in particular, participation in mainstream inclusion accounted for significant amounts of variance in children's mean length of utterance at T3.
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Affiliation(s)
- Rebecca P Thomas
- Department of Psychological Sciences, University of Connecticut, Bousfield Psychology Building, 406 Babbidge Road Unit 1020, Storrs, CT, 06269, USA.
| | - Kacie Wittke
- Speech, Language, and Hearing Sciences, University of Connecticut, Storrs, CT, USA
| | - Jessica Blume
- Human Development and Family Sciences, Texas Tech University, Lubbock, TX, USA
| | - Ann M Mastergeorge
- Human Development and Family Sciences, Texas Tech University, Lubbock, TX, USA
| | - Letitia Naigles
- Department of Psychological Sciences, University of Connecticut, Bousfield Psychology Building, 406 Babbidge Road Unit 1020, Storrs, CT, 06269, USA
- Speech, Language, and Hearing Sciences, University of Connecticut, Storrs, CT, USA
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Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions. J Autism Dev Disord 2022; 53:2232-2245. [PMID: 35332402 DOI: 10.1007/s10803-022-05511-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/02/2022] [Indexed: 10/18/2022]
Abstract
We assessed the spoken language of 73 preschool aged children on the autism spectrum receiving community-based early intervention at two time points, approximately 7 months apart. Using the Spoken Language Benchmarks, there was a small non-significant change in the proportion of children transitioning from below, to at or above, Phase 3 (word combinations). Using binomial regression, a model comprising seven of nine clinician-proposed child-related predictors explained 64% of the variance. None of the predictors were individually significant, although a large effect size (OR = 16.71) was observed for children's baseline rate of communicative acts. The findings point to substantial unmet clinical need in children with minimal verbal language, but also the relevance of clinician-proposed predictors of their spoken language outcomes.
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Mouga S, Duarte IC, Café C, Sousa D, Duque F, Oliveira G, Castelo-Branco M. Parahippocampal deactivation and hyperactivation of central executive, saliency and social cognition networks in autism spectrum disorder. J Neurodev Disord 2022; 14:9. [PMID: 35078414 PMCID: PMC8903486 DOI: 10.1186/s11689-022-09417-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Accepted: 01/10/2022] [Indexed: 12/19/2022] Open
Abstract
BACKGROUND The concomitant role of the Central Executive, the Saliency and the Social Cognition networks in autism spectrum disorder (ASD) in demanding ecological tasks remains unanswered. We addressed this question using a novel task-based fMRI virtual-reality task mimicking a challenging daily-life chore that may present some difficulties to individuals with ASD: the EcoSupermarketX. METHODS Participants included 29 adolescents: 15 with ASD and 15 with typical neurodevelopment (TD). They performed the EcoSupermarketX (a shopping simulation with three goal-oriented sub-tasks including "no cue", "non-social" or "social" cues), during neuroimaging and eye-tracking. RESULTS ASD differed from TD only in total time and distance to complete the "social cue" sub-task with matched eye-tracking measures. Neuroimaging revealed simultaneous hyperactivation across social, executive, and saliency circuits in ASD. In contrast, ASD showed reduced activation in the parahippocampal gyrus, involved in scene recognition. CONCLUSIONS When performing a virtual shopping task matching the performance of controls, ASD adolescents hyperactivate three core networks: executive, saliency and social cognition. Parahippocampal hypoactivation is consistent with effortless eidetic scene processing, in line with the notion of peaks and valleys of neural recruitment in individuals with ASD. These hyperactivation/hypoactivation patterns in daily life tasks provide a circuit-level signature of neural diversity in ASD, a possible intervention target.
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Affiliation(s)
- Susana Mouga
- CIBIT - Coimbra Institute for Biomedical Imaging and Translational Research, University of Coimbra, Azinhaga de Santa Comba, 3000-548, Coimbra, Portugal.,ICNAS - Institute of Nuclear Sciences Applied to Health, University of Coimbra, Coimbra, Portugal.,Neurodevelopmental and Autism Unit from Child Developmental Center, Hospital Pediátrico, Centro Hospitalar e Universitário de Coimbra, Coimbra, Portugal
| | - Isabel Catarina Duarte
- CIBIT - Coimbra Institute for Biomedical Imaging and Translational Research, University of Coimbra, Azinhaga de Santa Comba, 3000-548, Coimbra, Portugal.,ICNAS - Institute of Nuclear Sciences Applied to Health, University of Coimbra, Coimbra, Portugal
| | - Cátia Café
- Neurodevelopmental and Autism Unit from Child Developmental Center, Hospital Pediátrico, Centro Hospitalar e Universitário de Coimbra, Coimbra, Portugal
| | - Daniela Sousa
- CIBIT - Coimbra Institute for Biomedical Imaging and Translational Research, University of Coimbra, Azinhaga de Santa Comba, 3000-548, Coimbra, Portugal.,ICNAS - Institute of Nuclear Sciences Applied to Health, University of Coimbra, Coimbra, Portugal.,Neurodevelopmental and Autism Unit from Child Developmental Center, Hospital Pediátrico, Centro Hospitalar e Universitário de Coimbra, Coimbra, Portugal
| | - Frederico Duque
- Neurodevelopmental and Autism Unit from Child Developmental Center, Hospital Pediátrico, Centro Hospitalar e Universitário de Coimbra, Coimbra, Portugal.,Faculty of Medicine, University of Coimbra, Coimbra, Portugal
| | - Guiomar Oliveira
- CIBIT - Coimbra Institute for Biomedical Imaging and Translational Research, University of Coimbra, Azinhaga de Santa Comba, 3000-548, Coimbra, Portugal.,Neurodevelopmental and Autism Unit from Child Developmental Center, Hospital Pediátrico, Centro Hospitalar e Universitário de Coimbra, Coimbra, Portugal.,Faculty of Medicine, University of Coimbra, Coimbra, Portugal
| | - Miguel Castelo-Branco
- CIBIT - Coimbra Institute for Biomedical Imaging and Translational Research, University of Coimbra, Azinhaga de Santa Comba, 3000-548, Coimbra, Portugal. .,ICNAS - Institute of Nuclear Sciences Applied to Health, University of Coimbra, Coimbra, Portugal. .,Faculty of Medicine, University of Coimbra, Coimbra, Portugal.
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Clinician Delivery of Virtual Pivotal Response Treatment with Children with Autism during the COVID-19 Pandemic. SOCIAL SCIENCES 2021. [DOI: 10.3390/socsci10110414] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
This concept paper describes how the evidence-based Pivotal Response Treatment (PRT) model of autism treatment was adapted for delivery via telehealth during the COVID-19 pandemic. Multiple features of existing video conference technology were utilized for implementation of PRT motivational strategies with young children with autism spectrum disorder (ASD). PRT is an empirically supported treatment for ASD which can be taught to parents and delivered directly by trained therapists. During the COVID-19 pandemic, when the majority of clinical care for children with ASD had to be transitioned to telehealth delivery, models for parent training had been previously established. However, no model for direct clinician delivery of virtual PRT existed. This manuscript outlines practical details of the model developed by our team and provided to a total of 17 families between April 2020 and May 2021. Key lessons from technological adaptations of the PRT motivational strategies are described in order to inform future empirical investigation of this approach. The virtual PRT delivery model can serve as a guide for engaging children in meaningful social interaction and communication practice via video conference software, with implications for expanding access to autism treatment as well as for motivating a wide range of children in distance learning activities.
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Posar A, Visconti P. Update about "minimally verbal" children with autism spectrum disorder. REVISTA PAULISTA DE PEDIATRIA 2021; 40:e2020158. [PMID: 34495269 PMCID: PMC8432069 DOI: 10.1590/1984-0462/2022/40/2020158] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/23/2020] [Accepted: 09/12/2020] [Indexed: 11/22/2022]
Abstract
OBJECTIVE To review clinical and neurobiological features of minimally verbal children with autism spectrum disorder. DATA SOURCE We carried out a narrative review using the PubMed database. We considered the following search terms combined through the Boolean operator "AND": "autism spectrum disorder"; "minimally verbal." DATA SYNTHESIS To date, there is no shared definition of minimally verbal children with autism spectrum disorder. The heterogeneity in intellectual functioning and in linguistic abilities among these individuals suggests there is no single mechanism underlying their difficulties in learning to speak. However, the reasons why these children do not speak and the biological markers that can identify them are still unknown. Language impairment in these children can lead to several unfavorable consequences, including behavior problems (such as self-aggression, hetero-aggression, and property destruction), poorer daily living and social skills. Psychiatric comorbidities (including attention deficit/hyperactivity disorder, specific phobias, and compulsions) consist in a serious problem related to the lack of verbal language in individuals with autism spectrum disorder. Although in the literature there are very few evidence-based results, several findings suggest that an alternative and augmentative communication intervention, creating an extra-verbal communication channel, may be effective in these individuals. CONCLUSIONS The exact definition, clinical characteristics, associated disorders, etiology, and treatment of minimally verbal subjects with autism spectrum disorder must still be further studied and understood.
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Affiliation(s)
- Annio Posar
- IRCCS Istituto delle Scienze Neurologiche di Bologna, UOC Neuropsichiatria Infantile, Bologna, Italia
| | - Paola Visconti
- IRCCS Istituto delle Scienze Neurologiche di Bologna, UOC Neuropsichiatria Infantile, Bologna, Italia
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Song XK, Lee C, So WC. Examining Phenotypical Heterogeneity in Language Abilities in Chinese-Speaking Children with Autism: A Naturalistic Sampling Approach. J Autism Dev Disord 2021; 52:1908-1919. [PMID: 34036418 DOI: 10.1007/s10803-021-05104-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/20/2021] [Indexed: 11/29/2022]
Abstract
Phenotypical heterogeneity in language abilities is a hallmark of autism but remains poorly understood. The present study collected naturalistic language samples from parent-child interactions. We quantified verbal abilities (mean length of utterance, tokens, types) of 50 Chinese-speaking children (M = 5; 6) and stratified subgroups based on their autism traits, IQ, and language abilities. Using hierarchical cluster analysis, four groups were identified. Group 1, the least affected group, had mild autism, the highest IQ, and the strongest verbal abilities. Group 2, the severely affected group, had the lowest IQ, most severe autism symptoms, and weakest verbal abilities. Group 3 and Group 4 displayed average levels of verbal abilities and IQ. These findings may characterize the heterogeneous profiles of verbal abilities in Chinese-speaking children.
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Affiliation(s)
- Xue-Ke Song
- Department of Educational Psychology Department, The Chinese University of Hong Kong, Shatin, Hong Kong, SAR, China
| | - Cassandra Lee
- Department of Educational Psychology Department, The Chinese University of Hong Kong, Shatin, Hong Kong, SAR, China
| | - Wing-Chee So
- Department of Educational Psychology Department, The Chinese University of Hong Kong, Shatin, Hong Kong, SAR, China.
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Li PY, Fu NN, Li QY, Wang GF, Gao L, Zhang X. The Griffiths Development Scales-Chinese (GDS-C): A reliable and valid neurodevelopmental assessment tool in children with ASD aged 3-8 years old in Tianjin, China. Asian J Psychiatr 2020; 52:102144. [PMID: 32417746 DOI: 10.1016/j.ajp.2020.102144] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2019] [Revised: 04/16/2020] [Accepted: 04/28/2020] [Indexed: 12/12/2022]
Abstract
BACKGROUND The reliability and validity of the Griffiths Development Scales-Chinese (GDS-C) for autistic children in China are unknown. Thus, it is urgent to verify the instrument's reliability and validity in this population. The aim of the study was to explore whether the GDS-C is reliable and valid for assessing neurodevelopment in autistic children. METHOD This study included 296 autistic children and 141 typically developing children from 3 to 8 years of age in China. The reliability of the scale was estimated based on its internal consistency, test-retest reliability and interrater reliability. The validity of the scale was calculated based on the construct validity, discriminate validity and criterion validity. Receiver operating characteristic curves were used to calculate the general quotients (GQs) corresponding to the diagnostic classification within the Childhood Autism Rating Scale (CARS) scores. RESULTS This study shows sufficient reliability (Cronbach's alpha = 0.957; test-retest reliability = 0.945 for the whole scale and 0.830-0.919 for the subscales; interrater reliability = 0.925 for the whole scale and 0.796-0.919 for the subscales). The results also provide good support for the validity of the GDS-C. In the discriminant analysis, 85.5% of the children in the autistic sample were correctly classified. The cutoff value for distinguishing autistic children from normal children within the CARS scale corresponds to a GQ of 84.83, and that for distinguishing severely autistic children from mild or moderately autistic children corresponds to a GQ of 66.60. CONCLUSION Our findings suggest that the GDS-C may be a valid and reliable tool for assessing the neurodevelopment of autistic children.
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Affiliation(s)
- Pei-Ying Li
- Department of Maternal, Child and Adolescent Health, School of Public Health, Tianjin Medical University, No. 22 Qixiangtai Road, Tianjin 300070, China
| | - Nan-Nan Fu
- Department of Maternal, Child and Adolescent Health, School of Public Health, Tianjin Medical University, No. 22 Qixiangtai Road, Tianjin 300070, China
| | - Qing-Yang Li
- Department of Education, School of Educational Science, Tianjin Normal University, No. 393 Binshuixi Road, Tianjin 300387, China
| | - Geng-Fu Wang
- Department of Maternal, Child and Adolescent Health, School of Public Health, Tianjin Medical University, No. 22 Qixiangtai Road, Tianjin 300070, China
| | - Lei Gao
- Department of Maternal, Child and Adolescent Health, School of Public Health, Tianjin Medical University, No. 22 Qixiangtai Road, Tianjin 300070, China
| | - Xin Zhang
- Department of Maternal, Child and Adolescent Health, School of Public Health, Tianjin Medical University, No. 22 Qixiangtai Road, Tianjin 300070, China.
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Changes in Developmental Trajectories of Preschool Children with Autism Spectrum Disorder during Parental Based Intensive Intervention. Brain Sci 2020; 10:brainsci10050289. [PMID: 32408610 PMCID: PMC7287674 DOI: 10.3390/brainsci10050289] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2020] [Revised: 05/09/2020] [Accepted: 05/11/2020] [Indexed: 11/16/2022] Open
Abstract
Background: Research highlights the positive effects of early intensive intervention with parent and school involvement for preschool children with Autism Spectrum Disorder (ASD) on general developmental outcomes and social skills in randomized controlled trials. However, given the inter-individual variability in the response to treatment, it is necessary to investigate intervention effects in terms of mediators and moderators in order to explain variability and to highlight mechanisms of change. Methods: 25 children in the experimental group were exposed to early intensive intervention and 14 children in the control group were subjected to “as usual” intervention. The initial assessment was obtained at the time of diagnosis (T1) and the follow-up assessment was conducted after 15 months of intervention (T2) in both groups. Results: Participants in the experimental group achieved more prominent gains in both cognitive and socio-interactive skills. The role of specific factors able to predict general quotient and language quotient after intervention were investigated, pointing out the contribution of personal–social and performance abilities. Conclusions: The findings support the importance of parental involvement in targeting ASD core symptoms. Further, results informed our understanding of early predictors in order to identify specific elements to be targeted in the individualized intervention design.
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