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Arunachalam S, Steele A, Pelletier T, Luyster R. Do focused interests support word learning? A study with autistic and nonautistic children. Autism Res 2024; 17:955-971. [PMID: 38468449 PMCID: PMC11102331 DOI: 10.1002/aur.3121] [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] [Received: 01/05/2023] [Accepted: 02/28/2024] [Indexed: 03/13/2024]
Abstract
Although focused interests are often associated with a diagnosis of autism, they are common in nonautistic individuals as well. Previous studies have explored how these interests impact cognitive, social, and language development. While some research has suggested that strong interests can detract from learning (particularly for autistic children), newer research has indicated that they can be advantageous. In this pre-registered study, we asked whether focused interests support word learning in 44 autistic children and a vocabulary-matched sample of 44 nonautistic children (mean ages 58 and 34 months respectively). In a word-learning task administered over Zoom, children were exposed to an action labeled by a novel word. The action was either depicted by their focused interest or by a neutral image; stimuli were personalized for each child. At test, they were asked to identify the referent of the novel word, and their eye gaze was evaluated as a measure of learning. The preregistered analyses revealed an effect of focused interests, and post-hoc analyses clarified that autistic children learned the novel word in both the focused interest and neutral conditions, while nonautistic children only showed evidence of learning in the neutral condition. These results suggest that focused interests are not disruptive for vocabulary learning in autism, and thus they could be utilized in programming that supports early language learning in this population.
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Affiliation(s)
- S Arunachalam
- Communicative Sciences and Disorders, New York University, New York, New York, USA
| | - A Steele
- Communication Sciences and Disorders, Emerson College, Boston, Massachusetts, USA
| | - T Pelletier
- Communicative Sciences and Disorders, New York University, New York, New York, USA
| | - R Luyster
- Communication Sciences and Disorders, Emerson College, Boston, Massachusetts, USA
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2
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MacDonald-Prégent A, Saiyed F, Hyde K, Sharda M, Nadig A. Response to Music-Mediated Intervention in Autistic Children with Limited Spoken Language Ability. J Autism Dev Disord 2024; 54:1438-1452. [PMID: 36637597 DOI: 10.1007/s10803-022-05872-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/12/2022] [Indexed: 01/14/2023]
Abstract
PURPOSE Autistic children with limited spoken language ability (LSLA) often do not respond to traditional interventions, reducing their social inclusion. It is essential to identify effective interventions, and sensitive measures to track their intervention response. METHODS Using data from an RCT comparing music-mediated and play-based interventions, we investigated the impact of spoken language ability on outcomes, and measured response to intervention through natural language sample measures. RESULTS Children with lower verbal IQ, relative to higher verbal IQ, made some greater gains over the course of music-mediated intervention. Natural language samples were helpful in characterizing communication and tracking change. CONCLUSION Music-mediated interventions hold promise as effective interventions for autistic children with LSLA. Natural language samples are robust in characterizing this subgroup.
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Affiliation(s)
- Angela MacDonald-Prégent
- School of Communication Sciences and Disorders, McGill University, 2001 Av. McGill College #8, H3A 1G1, Montréal, QC, Canada.
| | - Fauzia Saiyed
- Department of Psychology, McGill University, 2001 Av. McGill College #4, H3A 1G1, Montréal, QC, Canada
| | - Krista Hyde
- International Laboratory for Brain, Music and Sound Research (BRAMS), University of Montréal, Pavillon Marie-Victorin/ Local A-108, 90 Vincent-d'Indy Av, H2V, Outremont, QC, Canada
| | - Megha Sharda
- International Laboratory for Brain, Music and Sound Research (BRAMS), University of Montréal, Pavillon Marie-Victorin/ Local A-108, 90 Vincent-d'Indy Av, H2V, Outremont, QC, Canada
| | - Aparna Nadig
- School of Communication Sciences and Disorders, McGill University, 2001 Av. McGill College #8, H3A 1G1, Montréal, QC, Canada
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3
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Fabio RA, Orsino C, Lecciso F, Levante A, Suriano R. Atypical sensory processing in adolescents with Attention Deficit Hyperactivity Disorder: A comparative study. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 146:104674. [PMID: 38306842 DOI: 10.1016/j.ridd.2024.104674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2023] [Revised: 12/01/2023] [Accepted: 01/15/2024] [Indexed: 02/04/2024]
Abstract
Atypical sensory processing is common in Attention Deficit Hyperactivity Disorder (ADHD). Despite growing evidence that ADHD symptoms persist into adolescence, the sensory processing of individuals with ADHD in this age group is limited. The aim of this study was to assess differences in self-reported sensory experiences between adolescents with and without ADHD. One hundred thirty-eight Italian adolescents aged between 14 and 18 years (M=16.20; SD= ± 1.90) participated in the study. Sixty-nine participants with ADHD were matched by gender, age, and IQ to 69 typically developing individuals. The sensory processing of all participants was assessed using the Adolescent Sensory Profile (ASP) on the components: low registration, sensation seeking, sensory sensitivity, and sensation avoiding. Moreover, the modalities of ASP were measured: movement, vision, touch, activity level, hearing, and taste/smell. Results show that the ADHD group consistently displayed higher scores across all four components of the sensory profile compared to the control group. The subjects with ADHD also reported higher scores than the control group in all the modalities of ASP. These results confirming the presence of atypical sensory processing in adolescents with ADHD were discussed considering the Cumulative and Emergent Automatic Deficit model (CEAD).
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Affiliation(s)
- Rosa Angela Fabio
- Department of Economics, University of Messina, 98100 Messina, Italy
| | - Caterina Orsino
- Department of Cognitive, Psychological and Pedagogical Sciences and Cultural Studies, University of Messina, 98100 Messina, Italy
| | - Flavia Lecciso
- Department of Human and Social Sciences, University of Salento, Lecce, Italy
| | - Annalisa Levante
- Department of Human and Social Sciences, University of Salento, Lecce, Italy
| | - Rossella Suriano
- Department of Cognitive, Psychological and Pedagogical Sciences and Cultural Studies, University of Messina, 98100 Messina, Italy.
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Ware J, Buell S, Chadwick DD, Bradshaw J, Goldbart J. A systematic review of research on staff training as an intervention to develop communication in children and adults with profound intellectual and multiple disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13201. [PMID: 38332474 DOI: 10.1111/jar.13201] [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] [Received: 12/20/2022] [Revised: 12/15/2023] [Accepted: 12/19/2023] [Indexed: 02/10/2024]
Abstract
INTRODUCTION This paper aims to identify to what extent staff training interventions are successful in enhancing the development of communication skills in people with profound intellectual and multiple disabilities. METHODS A systematic review was undertaken, conforming to PRISMA guidelines. English language, peer reviewed, empirical studies of staff training interventions to enhance the communication of people with profound intellectual and multiple disabilities were included. Databases Scopus, Web of Science, Proquest, Linguistics and Language Behaviour Abstracts (LLBA) and Medline were searched in July 2015 and updated in December 2022. Quality appraisal was conducted on 13 studies using Crowe's Critical Appraisal Tool (CCAT). RESULTS Few good quality evaluations of interventions were found. Challenges to research rigour included the diversity of people with profound intellectual and multiple disabilities, small sample sizes, intervention intensity and the management of fidelity. CONCLUSIONS Manualised and bespoke interventions showed promise in improving staff communication and responsiveness.
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Affiliation(s)
- Jean Ware
- School of Educational Sciences, Bangor University, Bangor, Wales
| | - Susan Buell
- School of Health Sciences, University of Dundee, Dundee, Scotland
| | - Darren D Chadwick
- School of Psychology, Liverpool John Moores University, Liverpool, England
| | - Jill Bradshaw
- Tizard Centre, University of Kent, Canterbury, England
| | - Juliet Goldbart
- Department of Psychology, Manchester Metropolitan University, Manchester, England
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Maltman N, Willer R, Sterling A. An Exploratory Study of Pragmatic Language Use Across Contexts With the Pragmatic Rating Scale-School Age Among Autistic Boys and Boys With Fragile X Syndrome Plus Autism. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:4547-4557. [PMID: 37844621 PMCID: PMC10721239 DOI: 10.1044/2023_jslhr-23-00024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Revised: 07/21/2023] [Accepted: 08/24/2023] [Indexed: 10/18/2023]
Abstract
PURPOSE Autistic boys and boys with co-occurring fragile X syndrome and autism spectrum disorder (FXS + ASD) demonstrate similar pragmatic language difficulties. The Pragmatic Rating Scale-School Age (PRS-SA) captures ecologically valid metrics of pragmatic language impairments in these populations. It is traditionally scored based on the Autism Diagnostic Observation Schedule (ADOS), which may limit the use of the PRS-SA more broadly in research and clinical contexts. METHOD This study evaluated the feasibility of the PRS-SA based on a shorter, semistructured conversational context compared to the ADOS in school-age autistic boys (n = 16) and boys with FXS + ASD (n = 16), matched on ASD traits. Differences across ADOS and conversational contexts and associations with ASD-related social difficulties were evaluated. RESULTS Findings revealed differences in PRS-SA scores between ADOS and conversational contexts, but only for the FXS + ASD group. Limited associations were observed between PRS-SA scores and ASD traits. CONCLUSIONS Results from this study indicate the feasibility of using the PRS-SA in a shorter conversational context than the ADOS to assess pragmatic language among autistic boys. For boys with FXS + ASD, contextual differences warrant careful consideration in future work.
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Affiliation(s)
| | - Rebecca Willer
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
| | - Audra Sterling
- Waisman Center, University of Wisconsin–Madison
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
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Messer D, Henry LA, Danielsson H. The Perfect Match! A Review and Tutorial on Issues Related to Matching Groups in Investigations of Children with Neurodevelopmental Conditions. Brain Sci 2023; 13:1377. [PMID: 37891746 PMCID: PMC10605139 DOI: 10.3390/brainsci13101377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Revised: 09/20/2023] [Accepted: 09/26/2023] [Indexed: 10/29/2023] Open
Abstract
Research concerned with children and young people who have neurodevelopmental disabilities (ND) in relation to early language acquisition usually involves comparisons with matched group(s) of typically developing individuals. In these studies, several important and complex issues need to be addressed. Three major issues are related to: (1) the choice of a variables on which to carry out group matching; (2) recruiting children into the study; and (3) the statistical analysis of the data. To assist future research on this topic, we discuss each of these three issues and provide recommendations about what we believe to be the best course of action. To provide a comprehensive review of the methodological issues, we draw on research beyond the topic of early language acquisition. Our overall aim is to contribute to research that considers questions about delay or differences in development patterns of development and about identifying potentially causal variables.
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Affiliation(s)
- David Messer
- Childhood and Youth Research Cluster, Faculty of Wellbeing, Education & Language Studies, Open University, Milton Keynes MK7 6AA, UK
- Department of Language and Communication Science, City, University of London, London EC1V 0HB, UK;
| | - Lucy A. Henry
- Department of Language and Communication Science, City, University of London, London EC1V 0HB, UK;
| | - Henrik Danielsson
- Department of Behavioural Sciences and Learning, Linköping University, 581 83 Linköping, Sweden;
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Mattson JT, Thorne JC, Kover ST. Parental scaffolding in play: A comparison of fetal alcohol spectrum disorders and autism spectrum disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 139:104553. [PMID: 37295127 PMCID: PMC10635817 DOI: 10.1016/j.ridd.2023.104553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 05/08/2023] [Accepted: 06/02/2023] [Indexed: 06/12/2023]
Abstract
BACKGROUND Parental support of child play varies based on child needs; however, how parental play level differs from child play level remains an understudied area of research, especially in relation to specific developmental disabilities. AIMS To preliminarily explore differences in child and parent play levels in age- and IQ-matched children with fetal alcohol spectrum disorders (FASD) and autism spectrum disorder (ASD). METHODS and Procedures: Parent-child dyads were recorded during free-play sessions. Parent/child play levels were coded for highest level achieved during each minute of play. Mean play level and dPlay (difference in parent versus child play level) were calculated across play sessions for each dyad. OUTCOMES AND RESULTS On average, parents of children with FASD demonstrated higher levels of play than other parents. Children with FASD demonstrated higher levels of play than their own parents. In contrast, the play level of parents of children with ASD did not differ from their child's. There were no between-group differences in dPlay. CONCLUSIONS AND IMPLICATIONS This preliminary exploratory study suggests that parents of children with developmental disabilities may differentially 'match' their child's play level. Further research on developmental play levels during parent-child play is warranted.
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Affiliation(s)
- Julia T Mattson
- Department of Pediatrics, University of Washington, Seattle, WA, United States of America.
| | - John C Thorne
- Department of Speech & Hearing Sciences, University of Washington, Seattle, WA, United States of America
| | - Sara T Kover
- Department of Speech & Hearing Sciences, University of Washington, Seattle, WA, United States of America
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Lunardon M, Decarli G, Sella F, Lanfranchi S, Gerola S, Cossu G, Zorzi M. Low discriminative power of WISC cognitive profile in developmental dyscalculia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 136:104478. [PMID: 36933361 DOI: 10.1016/j.ridd.2023.104478] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 02/02/2023] [Accepted: 03/08/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The role of domain-general cognitive abilities in the etiology of Developmental Dyscalculia (DD) is a hotly debated issue. AIMS In the present study, we tested whether WISC-IV cognitive profiles can be useful to single out DD. METHODS AND PROCEDURES Using a stringent 2-SD cutoff in a standardized numeracy battery, we identified children with DD (N = 43) within a clinical sample referred for assessment of learning disability and compared them in terms of WISC cognitive indexes to the remaining children without DD (N = 100) employing cross-validated logistic regression. OUTCOMES AND RESULTS Both groups showed higher Verbal Comprehension and Perceptual Reasoning than Working Memory and Processing Speed, and DD scores were generally lower. Predictive accuracy of WISC indexes in identifying DD individuals was low (AUC = 0.67) and it dropped to chance level in discriminating DD from selected controls (N = 43) with average math performance but matched on global IQ. The inclusion of a visuospatial memory score as an additional predictor did not improve classification accuracy. CONCLUSIONS AND IMPLICATIONS These results demonstrate that cognitive profiles do not reliably discriminate DD from non-DD children, thereby weakening the appeal of domain-general accounts.
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Affiliation(s)
- Maristella Lunardon
- Neuroscience Area, Scuola Internazionale Superiore di Studi Avanzati (SISSA), Trieste, Italy
| | - Gisella Decarli
- Department of General Psychology and Padova Neuroscience Center, University of Padova, Italy
| | - Francesco Sella
- Centre for Mathematical Cognition, Loughborough University, UK
| | - Silvia Lanfranchi
- Department of Developmental Psychology and Socialisation, University of Padova, Italy
| | | | | | - Marco Zorzi
- Department of General Psychology and Padova Neuroscience Center, University of Padova, Italy; IRCCS San Camillo Hospital, Venice-Lido, Italy.
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Maltman N, Hilvert E, Friedman L, Sterling A. Comparison of Linguistic Error Production in Conversational Language Among Boys With Fragile X Syndrome + Autism Spectrum Disorder and Autistic Boys. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:296-313. [PMID: 36599155 PMCID: PMC10023176 DOI: 10.1044/2022_jslhr-22-00078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 07/18/2022] [Accepted: 10/07/2022] [Indexed: 06/17/2023]
Abstract
PURPOSE Expressive language impairments are common among school-age boys with fragile X syndrome (FXS) and autistic boys. Given the high co-occurrence of autism spectrum disorder (ASD) among individuals with FXS, cross-condition comparisons can elucidate the specificity of such impairments as they relate to ASD. Language samples can provide fruitful information regarding individuals' grammatical skills in less structured formats relative to standardized measures. This study examined grammatical errors produced during a conversational language sample among 20 boys with FXS and co-occurring ASD (FXS + ASD) and 19 autistic boys matched on ASD severity. METHOD Language samples were coded for omissions and errors at the word and utterance levels. Participants' grammatical errors were also compared to separate mental age-matched and mean length of utterance-matched boys from a reference database. RESULTS Boys with FXS + ASD and autistic boys produced similar rates of errors across all categories. Relative to their matched comparison groups, boys with FXS + ASD and autistic boys produced significantly more omissions during conversation. CONCLUSIONS These findings suggest that omissions may be a unique grammatical marker associated with the ASD phenotype. Further examination of omissions across diagnostic groups would aid in clarifying the specificity of omissions in the language phenotype of ASD.
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Affiliation(s)
| | | | - Laura Friedman
- Waisman Center, University of Wisconsin–Madison
- Department of Communication Sciences and Disorders, University of South Carolina, Columbia
| | - Audra Sterling
- Waisman Center, University of Wisconsin–Madison
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
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10
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O'Brien AM, Perrachione TK, Wisman Weil L, Sanchez Araujo Y, Halverson K, Harris A, Ostrovskaya I, Kjelgaard M, Kenneth Wexler, Tager-Flusberg H, Gabrieli JDE, Qi Z. Altered engagement of the speech motor network is associated with reduced phonological working memory in autism. Neuroimage Clin 2022; 37:103299. [PMID: 36584426 PMCID: PMC9830373 DOI: 10.1016/j.nicl.2022.103299] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 12/13/2022] [Accepted: 12/20/2022] [Indexed: 12/24/2022]
Abstract
Nonword repetition, a common clinical measure of phonological working memory, involves component processes of speech perception, working memory, and speech production. Autistic children often show behavioral challenges in nonword repetition, as do many individuals with communication disorders. It is unknown which subprocesses of phonological working memory are vulnerable in autistic individuals, and whether the same brain processes underlie the transdiagnostic difficulty with nonword repetition. We used functional magnetic resonance imaging (fMRI) to investigate the brain bases for nonword repetition challenges in autism. We compared activation during nonword repetition in functional brain networks subserving speech perception, working memory, and speech production between neurotypical and autistic children. Autistic children performed worse than neurotypical children on nonword repetition and had reduced activation in response to increasing phonological working memory load in the supplementary motor area. Multivoxel pattern analysis within the speech production network classified shorter vs longer nonword-repetition trials less accurately for autistic than neurotypical children. These speech production motor-specific differences were not observed in a group of children with reading disability who had similarly reduced nonword repetition behavior. These findings suggest that atypical function in speech production brain regions may contribute to nonword repetition difficulties in autism.
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Affiliation(s)
- Amanda M O'Brien
- Program in Speech and Hearing Bioscience and Technology, Harvard University, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, USA.
| | - Tyler K Perrachione
- Department of Speech, Language, and Hearing Sciences, Boston University, USA
| | - Lisa Wisman Weil
- Department of Communication Sciences and Disorders, Emerson College, USA
| | | | - Kelly Halverson
- Department of Clinical Psychology, University of Houston, USA
| | - Adrianne Harris
- The Carolina Institute for Developmental Disabilities, University of North Carolina School of Medicine, USA
| | | | - Margaret Kjelgaard
- Department of Communication Sciences and Disorders, Bridgewater State University, USA
| | - Kenneth Wexler
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, USA; Department of Linguistics and Philosophy, Massachusetts Institute of Technology, USA
| | | | - John D E Gabrieli
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, USA; Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, USA
| | - Zhenghan Qi
- Department of Communication Sciences and Disorders & Department of Psychology, Northeastern University, USA
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Lanfranchi S, Sella F, Onnivello S, Lunardon M, Zorzi M. Number estimation in Down syndrome: Cognition or experience? RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 131:104363. [PMID: 36265237 DOI: 10.1016/j.ridd.2022.104363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 09/30/2022] [Accepted: 10/10/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The ability to place numbers on a visual "number line" is a hallmark of the understanding of numerical magnitude and it is a strong predictor of mathematical achievement. AIM We examined whether the performance in the number line estimation task is more driven by mental age or experience with numbers in a sample of Italian children with Down syndrome (DS). METHOD AND PROCEDURE Sixty-three children with DS (Mmonths = 128.62, SD = 30.73) and sixty-three typically developing children (Mmonths = 54.98, SD = 6.34) matched one to one for mental age completed number line estimation tasks and other tests to assess their numerical knowledge. OUTCOMES AND RESULTS No significant differences emerged between the two groups in terms of accuracy of positioning numbers on the 1-10 and 1-20 interval. In addition, the accuracy on the 1-10 interval was related to the ability to recognize numbers, while the accuracy on the 1-20 line was related to the ability to compare magnitudes. CONCLUSION AND IMPLICATION Results suggest that in individuals with DS the linear mapping of numbers is driven by mental age, but the accuracy of positioning numbers is also shaped by the experience with symbolic numbers. Therefore, the improvement of numerical estimation abilities should be a target of intervention programs.
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Affiliation(s)
| | | | | | | | - Marco Zorzi
- University of Padova, Padova, Italy; IRCCS San Camillo Hospital, Venice-Lido, Italy.
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12
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Stabile M, Eigsti IM. Lexical Alignment and Communicative Success in Autism Spectrum Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:4300-4305. [PMID: 36260779 PMCID: PMC9940884 DOI: 10.1044/2022_jslhr-22-00314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
PURPOSE Typical speakers tend to adopt words used by their conversational partners. This "lexical alignment" enhances communication by reducing ambiguity and promoting a shared understanding of the topic under discussion. Lexical alignment has been little studied to date in autism spectrum disorder (ASD); furthermore, it has been studied primarily via structured laboratory tasks that may overestimate performance. This study examined lexical alignment in ASD during discourse and explored associations with communicative success and executive function. METHOD Thirty-one autistic and nonautistic adolescents were paired with a study-naïve research assistant (RA) to complete a social communication task that involved taking turns verbally instructing (guiding) the partner to navigate on a map. Lexical alignment was operationalized as the proportion of shared vocabulary produced by guides on successive maps. Task accuracy was operationalized as the pixels contained within the intended and drawn routes. RESULTS Results indicated that autistic adolescents had greater difficulty describing navigational routes to RAs, yielding paths that were less accurate. Alignment was reduced in autistic participants, and it was associated with path accuracy for nonautistic, but not autistic, adolescents. The association between lexical alignment and executive function missed significance (p = .05); if significant, the association would indicate that greater executive function difficulty was associated with reduced lexical alignment. CONCLUSIONS These findings provide preliminary evidence of reduced lexical alignment in ASD in an unstructured discourse context. Moreover, positive associations between lexical alignment and task performance in the neurotypical group raise the possibility that interventions to promote the use of shared vocabulary might support better communication. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21313719.
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Affiliation(s)
- Mackenzie Stabile
- Department of Psychological Sciences, University of Connecticut, Storrs
| | - Inge-Marie Eigsti
- Department of Psychological Sciences, University of Connecticut, Storrs
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Channell MM, Sandstrom LE, Harvey D. Mental State Language Development in Children With Down Syndrome Versus Typical Development. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2022; 127:495-510. [PMID: 36306411 DOI: 10.1352/1944-7558-127.6.495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2021] [Accepted: 02/08/2022] [Indexed: 06/16/2023]
Abstract
This study compared mental state language (talk about emotions, thoughts, intentions, etc.) used by 6- to 11-year-old children with Down syndrome (DS) to a younger typically developing (TD) comparison group matched by nonverbal cognition. We aimed to determine (1) whether mental state language use is delayed in DS relative to developmental expectations, and (2) if there are differences between groups in the association between mental state language and developmental factors (emotion knowledge, expressive language). Rate of mental state language use was significantly lower in the group with DS, but the number of different mental state terms was not significantly different. Nuanced patterns of similarity and difference emerged between groups regarding the association between mental state language and other developmental factors.
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Affiliation(s)
- Marie Moore Channell
- Marie Moore Channell and Linnea E. Sandstrom, University of Illinois Urbana-Champaign
| | - Linnea E Sandstrom
- Marie Moore Channell and Linnea E. Sandstrom, University of Illinois Urbana-Champaign
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14
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Larson C, Crespo K, Kaushanskaya M, Wesimer SE. Are items actively removed from working memory during free time in children with developmental language disorder? INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2022; 57:1006-1022. [PMID: 35611864 PMCID: PMC9509408 DOI: 10.1111/1460-6984.12735] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Accepted: 04/19/2022] [Indexed: 06/09/2023]
Abstract
BACKGROUND Children with developmental language disorder (DLD) have deficits in verbal and non-verbal processing relative to typically developing (TD) peers, potentially reflecting difficulties in working memory, processing speed and inhibition of interference. We examined working memory in children with DLD using the serial-order-in-a-box-complex span (SOB-CS) interference-based model, which posits a time-based mechanism, free time, that governs how interference affects processing performance. AIMS (1) To determine the degree to which children with DLD and TD children differ in the amount of free time available during working memory tasks, and whether potential group differences in free time differ depending on the domain of task demands? (2) To determine the relationship between free time and interference effects on working memory accuracy in children with DLD relative to TD peers. METHODS & PROCEDURES We examined the relationship between free time and working memory in children aged 9-13 years with DLD relative to age-matched TD peers. Working memory tasks involved five conditions that varied verbal versus non-verbal task demands in an interference processing phase relative to a recall test phase. Free time was the time between response on the interference processing task and onset of the recall test phase. OUTCOMES & RESULTS DLD and TD groups did not differ in total free time in any condition. Results indicated group differences in the relationship between free time and accuracy in the conditions involving verbal recall, but not non-verbal recall. In the verbal-only condition, relatively more free time was associated with worse accuracy for the DLD group, but with better accuracy for the TD group. In the condition with verbal recall paired with non-verbal interference processing, relatively more free time was associated with better accuracy for the DLD group, but not for the TD group. CONCLUSIONS & IMPLICATIONS The overall findings suggest that free time between cognitive operations is positively associated with working memory for both verbal and non-verbal recall, except in the presence of high verbal interference for the DLD group (i.e., verbal interference paired with verbal recall). This finding may reflect poor encoding and attention under particularly challenging verbal processing demands for the DLD group. This study also demonstrates the importance of considering the interrelationships between processing speed and interference in working memory performance. WHAT THIS PAPER ADDS What is already known on the subject DLD is characterized by core deficits in verbal processing, but also deficits in non-verbal processing. Processing-based hypotheses of DLD-limited verbal working memory, slowed processing speed and inefficient inhibition-do not fully account for behavioural profiles in DLD when considered separately, yet there is evidence suggesting interrelationships among these factors. What this paper adds to existing knowledge The current study tests the key mechanism posited by a theoretical framework that has the potential to integrate these processing-based hypotheses. Our findings indicate that the effect of this mechanism differed in DLD relative to TD peers in the presence of high verbal task demands. Our findings also demonstrate the importance of considering the interrelationships among cognitive processes in children with DLD. What are the potential or actual clinical implications of this work? In practice, results from the current study suggest that children with DLD may benefit from supplementing verbal information with non-verbal information and from pauses between successive presentations of verbal information. These strategies may support their ability to maintain and act on information during verbal processing.
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Affiliation(s)
- Caroline Larson
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, Wisconsin
- Waisman Center, University of Wisconsin-Madison, Madison, Wisconsin
| | - Kimberly Crespo
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, Wisconsin
- Waisman Center, University of Wisconsin-Madison, Madison, Wisconsin
| | - Margarita Kaushanskaya
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, Wisconsin
- Waisman Center, University of Wisconsin-Madison, Madison, Wisconsin
| | - Susan Ellis Wesimer
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, Wisconsin
- Waisman Center, University of Wisconsin-Madison, Madison, Wisconsin
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15
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Friesen DC, Ward O, Archibald LMD. Sentence Repetition Performance Differences in Bilingual and Monolingual Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:2948-2961. [PMID: 35858267 DOI: 10.1044/2022_jslhr-21-00596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE This study examined language group differences in English syntactic knowledge based on performance on a sentence repetition task. METHOD Fourth and sixth grade students who were monolinguals (n = 30), early bilinguals (i.e., simultaneous; n = 27), or late bilinguals (i.e., sequential; n = 29) completed an English sentence repetition task. Their responses were analyzed as a function of sentence length (short vs. long), sentence type (active vs. passive), phrase type (noun, verb, and prepositional), and word type (content vs. function). RESULTS Overall, early bilinguals' performance did not differ significantly from that of the monolinguals. However, these bilinguals recalled significantly more content words than function words on the long sentences. At each level of analysis, the late bilinguals' performance was less accurate than the other groups. The magnitude of these group differences was larger for passive sentences and prepositional phrases. CONCLUSION Findings highlight areas of syntactic development that differ among groups and should be targeted for additional instruction with English language learners in elementary school.
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Affiliation(s)
- Deanna C Friesen
- Faculty of Education, University of Western Ontario, London, Canada
| | - Olivia Ward
- Faculty of Education, University of Western Ontario, London, Canada
| | - Lisa M D Archibald
- School of Communication Sciences and Disorders, University of Western Ontario, London, Canada
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16
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Larson C, Ellis Weismer S. Working Memory Performance in Children With Developmental Language Disorder: The Role of Domain. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1906-1920. [PMID: 35394804 PMCID: PMC9559775 DOI: 10.1044/2022_jslhr-21-00420] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 12/06/2021] [Accepted: 01/14/2022] [Indexed: 06/09/2023]
Abstract
PURPOSE This study examined working memory in children with developmental language disorder (DLD). The overarching goal of this work was to integrate three primary processing-based hypotheses of DLD, (a) limited verbal working memory, (b) slowed processing speed, and (c) inefficient inhibition of interference, by using the serial-order-in-a-box-complex span (SOB-CS) computational model as our theoretical framework. We also examined the role of domain in working memory performance by varying the domain of interference and recall (i.e., verbal vs. nonverbal) task demands. METHOD Participants were 55 school-age children, 21 children with DLD and 34 age-matched typically developing (TD) peers (9-13 years old). RESULTS Findings indicated that verbal and nonverbal working memory performance was poorer in the DLD than TD group. There was a modest benefit of dispersing interference and recall task demands across domains relative to task demands being within one domain, yet verbal interference affected performance to a greater degree than nonverbal interference in the DLD group. CONCLUSIONS Overall findings supported a role for each of the processing-based hypotheses of DLD, albeit an incomplete role. In contrast, the SOB-CS model accounted for interrelationships among these processing-based factors and provided an explanation across patterns of findings. Thus, the SOB-CS model represents a useful step forward in explaining processing in children with DLD. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19526179.
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Affiliation(s)
- Caroline Larson
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
- Waisman Center, University of Wisconsin–Madison
| | - Susan Ellis Weismer
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
- Waisman Center, University of Wisconsin–Madison
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17
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Gross MC, Kaushanskaya M. Language Control and Code-Switching in Bilingual Children With Developmental Language Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1104-1127. [PMID: 35143728 PMCID: PMC9150744 DOI: 10.1044/2021_jslhr-21-00332] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Revised: 09/23/2021] [Accepted: 11/16/2021] [Indexed: 06/14/2023]
Abstract
PURPOSE The current study examined language control and code-switching in bilingual children with developmental language disorder (DLD) compared to bilingual peers with typical language development (TLD). In addition, proficiency in each language and cognitive control skills were examined as predictors of children's tendency to engage in cross-speaker and intrasentential code-switching. METHOD The participants were 62 Spanish/English bilingual children, ages 4;0-6;11 (years;months), including 15 children with DLD and 47 children with TLD. In a scripted confederate dialogue task to measure language control, children took turns describing picture scenes with video partners who were monolingual speakers of English or Spanish. The Dimensional Change Card Sort indexed cognitive control, the Bilingual English Spanish Assessment assisted in identifying DLD, and parent ratings from the Inventory to Assess Language Knowledge indexed proficiency in Spanish and English. RESULTS Children with DLD were more likely to engage in cross-speaker code-switching from Spanish to English (i.e., responding in English when addressed in Spanish) than children with TLD, even when controlling for proficiency in each language. Intrasentential code-switching (i.e., integrating both languages within an utterance) did not differ between groups. Cognitive control was more associated with cross-speaker than with intrasentential code-switching. CONCLUSIONS These findings highlight the need to consider cross-speaker and intrasentential code-switching separately when seeking distinguishing features of code-switching in bilingual children with DLD. The use of increased cross-speaker code-switching by children with DLD especially with Spanish speakers highlights the need for increased support of home language use.
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18
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Prescott KE, Mathée-Scott J, Reuter T, Edwards J, Saffran J, Ellis Weismer S. Predictive language processing in young autistic children. Autism Res 2022; 15:892-903. [PMID: 35142078 PMCID: PMC9090958 DOI: 10.1002/aur.2684] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Revised: 12/22/2021] [Accepted: 01/26/2022] [Indexed: 01/03/2023]
Abstract
Recent theories propose that domain-general deficits in prediction (i.e., the ability to anticipate upcoming information) underlie the behavioral characteristics associated with autism spectrum disorder (ASD). If these theories are correct, autistic children might be expected to demonstrate difficulties on linguistic tasks that rely on predictive processing. Previous research has largely focused on older autistic children and adolescents with average language and cognition. The present study used an eye-gaze task to evaluate predictive language processing among 3- to 4-year-old autistic children (n = 34) and 1.5- to 3-year-old, language-matched neurotypical (NT) children (n = 34). Children viewed images (e.g., a cake and a ball) and heard sentences with informative verbs (e.g., Eat the cake) or neutral verbs (e.g., Find the cake). Analyses of children's looking behaviors indicated that young autistic children, like their language-matched NT peers, engaged in predictive language processing. Regression results revealed a significant effect of diagnostic group, when statistically controlling for age differences. The NT group displayed larger difference scores between the informative and neutral verb conditions (in looks to target nouns) compared to the ASD group. Receptive language measures were predictive of looking behavior across time for both groups, such that children with stronger language skills were more efficient in making use of informative verbs to process upcoming information. Taken together, these results suggest that young autistic children can engage in predictive processing though further research is warranted to explore the developmental trajectory relative to NT development.
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Affiliation(s)
- Kathryn E Prescott
- Department of Communication Sciences and Disorders, University of Wisconsin - Madison, Madison, Wisconsin, USA.,Waisman Center, University of Wisconsin - Madison, Madison, Wisconsin, USA
| | - Janine Mathée-Scott
- Department of Communication Sciences and Disorders, University of Wisconsin - Madison, Madison, Wisconsin, USA.,Waisman Center, University of Wisconsin - Madison, Madison, Wisconsin, USA
| | - Tracy Reuter
- Waisman Center, University of Wisconsin - Madison, Madison, Wisconsin, USA
| | - Jan Edwards
- Department of Hearing and Speech Sciences, University of Maryland at College Park, College Park, Maryland, USA.,Maryland Language Science Center, University of Maryland at College Park, College Park, Maryland, USA
| | - Jenny Saffran
- Waisman Center, University of Wisconsin - Madison, Madison, Wisconsin, USA.,Department of Psychology, University of Wisconsin - Madison, Madison, Wisconsin, USA
| | - Susan Ellis Weismer
- Department of Communication Sciences and Disorders, University of Wisconsin - Madison, Madison, Wisconsin, USA.,Waisman Center, University of Wisconsin - Madison, Madison, Wisconsin, USA
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19
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Maltman N, Friedman L, Lorang E, Sterling A. Brief Report: Linguistic Mazes and Perseverations in School-Age Boys with Fragile X Syndrome and Autism Spectrum Disorder and Relationships with Maternal Maze Use. J Autism Dev Disord 2022; 52:897-907. [PMID: 33768421 PMCID: PMC8463634 DOI: 10.1007/s10803-021-04981-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/11/2021] [Indexed: 02/03/2023]
Abstract
Autism spectrum disorder (ASD) and fragile X syndrome (FXS) are neurodevelopmental disorders with overlapping pragmatic language impairments. Prior work suggests pragmatic language differences may run in families. This study examined specific pragmatic difficulties (i.e., linguistic mazes and perseverations) in boys (9-18 years) with idiopathic ASD (n = 26) and FXS+ASD (n = 29), and relationships with maternal maze use. Language samples were obtained separately for boys and mothers. Nonparametric analyses suggested that boys largely did not differ in their rates of mazes, but that boys with FXS+ASD exhibited more perseverations. Mazes were correlated between fragile X dyads. Maternal mazes were correlated with child perseverations among idiopathic ASD dyads. These findings have implications for the etiological significance of ASD-related language phenotypes.
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Affiliation(s)
- Nell Maltman
- Waisman Center, University of Wisconsin-Madison, Madison, USA.
| | - Laura Friedman
- Waisman Center, University of Wisconsin-Madison, Madison, USA
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, USA
| | - Emily Lorang
- Waisman Center, University of Wisconsin-Madison, Madison, USA
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, USA
| | - Audra Sterling
- Waisman Center, University of Wisconsin-Madison, Madison, USA
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, USA
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20
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Prahl A, Schuele CM. Reading and Listening Comprehension in Individuals With Down Syndrome and Word Reading-Matched Typically Developing Children. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:359-374. [PMID: 34982954 PMCID: PMC9135008 DOI: 10.1044/2021_ajslp-21-00208] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
PURPOSE The purpose of this study was to explore the reading comprehension and listening comprehension performance of English-speaking children with Down syndrome (DS) compared with word reading-matched typically developing (TD) children. METHOD Participants included 19 individuals with DS (M age = 17;2 [years;months], range: 11;1-22;9) and 19 word reading-matched TD children (M age = 7;2, range: 6;6-8;1). Participants completed three norm-referenced measures of reading comprehension and three norm-referenced measures of listening comprehension. Dependent variables were raw scores on each measure, with the exception of scaled scores on one reading comprehension measure. RESULTS Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for two of three reading comprehension measures. The mean raw scores were lower for the DS group than the TD group, with large effect sizes. Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for three of three listening comprehension measures. The mean raw scores on the three measures were lower for the DS group than the TD group, with large effect sizes. CONCLUSIONS The DS group, despite being matched on word reading to the TD group, demonstrated reduced reading comprehension skills as compared with the TD group. Thus, as individuals with DS acquire word reading skills, it appears that they are unable to translate word reading success to achieve reading comprehension at the expected level (i.e., as indexed by typical readers). The between-groups differences in listening comprehension suggest that deficits in listening comprehension likely are a barrier to reading comprehension proficiency for children with DS. Listening comprehension may be a malleable factor that can be targeted to improve reading comprehension outcomes for individuals with DS.
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Affiliation(s)
- Alison Prahl
- Department of Communication Sciences and Disorders, Baylor University, Waco, TX
| | - C. Melanie Schuele
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
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21
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Associations of Motor Performance and Executive Functions: Comparing Children with Down Syndrome to Chronological and Mental Age-Matched Controls. CHILDREN 2022; 9:children9010073. [PMID: 35053698 PMCID: PMC8774164 DOI: 10.3390/children9010073] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/20/2021] [Revised: 12/16/2021] [Accepted: 12/31/2021] [Indexed: 11/28/2022]
Abstract
Background. Children with Down syndrome (DS) exhibit lower motor and cognitive performance than typically developing children (TD). Although there is a relationship between these two developmental domains, only a few studies have addressed this association in children with DS compared to groups of the same chronological age (CA) or mental age (MA) within one study. This study aimed to fill this research gap. Method and Procedures. The Movement Assessment Battery for Children-2 and the Trail-Making Test was used to assess motor and cognitive performances in 12 children (M = 10.5 ± 10.08) with DS, 12 CA-matched, and 12 MA-matched controls. Results. There are significant group differences in the motor dimension (total test score; p < 0.001, η2p = 0.734), for processing speed (p < 0.001, η2p = 0.396), and cognitive flexibility (p < 0.001, η2p = 0.498). Between TD-CA and both other groups, the differences in the magnitude of correlations for the motor dimension balance are also significant (compared to DS: z = −2.489; p = 0.006, and to TD-MA: z = −3.12; p < 0.001). Conclusions. Our results suggest that the relationships depend on the studied cognitive and motor skills. It seems crucial to select a wide range of tasks for both domains that are as isolated as possible for future studies, to better understand the relationships between cognitive and motor skills in children with DS.
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22
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Mathée-Scott J, Ellis Weismer S. Naturalistic parent-child reading frequency and language development in toddlers with and without autism. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415221136740. [PMID: 36438160 PMCID: PMC9685215 DOI: 10.1177/23969415221136740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND AIMS The efficacy of parent-child reading for supporting language development has been well-established in the neurotypical (NT) literature. For children with autism spectrum disorder, (ASD) who may be at risk for delays in language development, prior research has shown promise for shared book-reading interventions. Yet there has been limited research on naturalistic parent-child reading with autistic children to date. The present study aimed to fill this missing link in the current literature. METHODS Fifty-seven autistic toddlers participated at two developmental time points: Time 1 (Mage = 30.4 months) and Time 2 (Mage = 43.8 months). An NT control group (N = 31) was matched on age to a subset of the ASD group (N = 33). We assessed group differences in parent-child reading frequency between age-matched NT and autistic groups. Using a one-year follow-up design, we evaluated the relationship between parent-child reading and autistic children's language development. RESULTS Cross-group comparisons revealed that parents of age-matched NT children reported significantly more frequent weekly parent-child reading than parents of autistic toddlers. After a one-year follow-up with the autistic group, within-group analyses revealed that greater frequency of parent-child reading (controlling for maternal education, books in the home, and autism symptom severity) was associated with larger growth in autistic toddlers' receptive and expressive language skills. CONCLUSIONS AND IMPLICATIONS These findings have important clinical implications as they emphasize the potential of parent-child reading for supporting autistic children's language development. Findings demonstrate that frequency of parent-child reading is associated with language development over one year. Findings also demonstrate that parents of autistic children engage in less frequent parent-child reading than parents of age-matched NT peers, suggesting these parents may face more barriers to implementing parent-child reading than parents of NT children.
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Affiliation(s)
- Janine Mathée-Scott
- Janine Mathée-Scott, Waisman Center,
University of Wisconsin–Madison, Room 449, 1500 Highland Ave., Madison, WI
53705, USA.
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23
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Csumitta KD, Stephan CM, LaQuaglia RI, Miller E, Lee NR. Updated profiles of everyday executive function in youth with Down syndrome using the BRIEF-2. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2022; 66:68-80. [PMID: 34549846 PMCID: PMC10919446 DOI: 10.1111/jir.12879] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 08/04/2021] [Accepted: 08/16/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Executive function difficulties in youth with Down syndrome (DS) are well recognised using informant-report measures. However, the profile of relative challenges and strengths has not yet been evaluated using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2), which includes a new internal factor structure. METHOD Using the BRIEF-2, profiles of everyday parent-reported executive function (EF) were evaluated in youth with DS (n = 34) and compared with age-based and sex-based norms. EF profiles were also compared across raters (parent vs. teacher, n = 20) and relative to mental age-matched typically developing controls (ns = 19 in each group). RESULTS Although within-group differences were not revealed on indexes, significant differences were found among BRIEF-2 scales. Across raters, teachers reported significantly more difficulties than parents. Compared with mental age-matched typically developing controls, the DS group was rated more poorly on some but not all BRIEF-2 scales. CONCLUSIONS At the scale, but not the index level, the BRIEF-2 identifies a variegated EF profile in children with DS. For several of the scales, significant differences were noted relative to both chronological age expectations (using norms) and mental-age expectations (using a developmentally matched comparison group). At the scale level, the BRIEF-2 continues to be a sensitive tool for identifying executive function difficulties as well as profiles of relative strengths and weaknesses in children with DS.
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Affiliation(s)
| | | | | | - Emily Miller
- Department of Psychology, Drexel University, Philadelphia, PA
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24
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Schworer EK, Fidler DJ, Kaur M, Needham AW, Prince MA, Daunhauer LA. Infant precursors of executive function in Down syndrome. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2022; 66:108-120. [PMID: 33650746 DOI: 10.1111/jir.12824] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 01/07/2021] [Accepted: 02/04/2021] [Indexed: 05/16/2023]
Abstract
BACKGROUND Although early features of infant cognition are predictive of executive function (EF) in typically developing (TD) children, there is little information regarding the developmental origins of EF in neurogenetic conditions, such as Down syndrome (DS). METHODS The current study compared the performance of infants with and without DS on three dimensions that are hypothesised EF precursors: visual engagement, attention shifting and action planning. Additionally, the relationship between these EF precursors at Time 1 and EF performance at Time 2 (6 months later) was examined in the DS group. Participants were 36 infants with DS, M chronological age = 12.65 months, SD = 2.11; M developmental age = 8.84 months, SD = 2.22, and 36 TD infants, M chronological age = 8.62, SD = 3.06; M developmental age = 8.64 months, SD = 3.40. RESULTS Infants with DS visually engaged with objects for longer durations and demonstrated challenges with action planning compared with TD infants at Time 1. Attention shifting at Time 1 significantly predicted EF performance at Time 2 in the DS group. CONCLUSIONS This study provides evidence that an early atypical presentation of EF precursors is detectable during infancy in DS and is predictive of subsequent EF performance. These findings contribute to the identification of areas of early cognitive risk in DS and can inform future interventions in this population.
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Affiliation(s)
- E K Schworer
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - D J Fidler
- Human Development and Family Studies, Colorado State University, Fort Collins, CO, USA
| | - M Kaur
- Department of Physical Therapy, MGH Institute of Health Professions, Boston, MA, USA
| | - A W Needham
- Department of Psychology & Human Development, Vanderbilt University, Nashville, TN, USA
| | - M A Prince
- Department of Psychology, Colorado State University, Fort Collins, CO, USA
| | - L A Daunhauer
- Human Development and Family Studies, Colorado State University, Fort Collins, CO, USA
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25
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Üstün S, Ayyıldız N, Kale EH, Mançe Çalışır Ö, Uran P, Öner Ö, Olkun S, Çiçek M. Children With Dyscalculia Show Hippocampal Hyperactivity During Symbolic Number Perception. Front Hum Neurosci 2021; 15:687476. [PMID: 34354576 PMCID: PMC8330842 DOI: 10.3389/fnhum.2021.687476] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 06/28/2021] [Indexed: 11/25/2022] Open
Abstract
Dyscalculia is a learning disability affecting the acquisition of arithmetical skills in children with normal intelligence and age-appropriate education. Two hypotheses attempt to explain the main cause of dyscalculia. The first hypothesis suggests that a problem with the core mechanisms of perceiving (non-symbolic) quantities is the cause of dyscalculia (core deficit hypothesis), while the alternative hypothesis suggests that dyscalculics have problems only with the processing of numerical symbols (access deficit hypothesis). In the present study, the symbolic and non-symbolic numerosity processing of typically developing children and children with dyscalculia were examined with functional magnetic resonance imaging (fMRI). Control (n = 15, mean age: 11.26) and dyscalculia (n = 12, mean age: 11.25) groups were determined using a wide-scale screening process. Participants performed a quantity comparison paradigm in the fMRI with two number conditions (dot and symbol comparison) and two difficulty levels (0.5 and 0.7 ratio). The results showed that the bilateral intraparietal sulcus (IPS), left dorsolateral prefrontal cortex (DLPFC) and left fusiform gyrus (so-called “number form area”) were activated for number perception as well as bilateral occipital and supplementary motor areas. The task difficulty engaged bilateral insular cortex, anterior cingulate cortex, IPS, and DLPFC activation. The dyscalculia group showed more activation in the left orbitofrontal cortex, left medial prefrontal cortex, and right anterior cingulate cortex than the control group. The dyscalculia group showed left hippocampus activation specifically for the symbolic condition. Increased left hippocampal and left-lateralized frontal network activation suggest increased executive and memory-based compensation mechanisms during symbolic processing for dyscalculics. Overall, our findings support the access deficit hypothesis as a neural basis for dyscalculia.
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Affiliation(s)
- Sertaç Üstün
- Department of Physiology, Ankara University School of Medicine, Ankara, Turkey.,Neuroscience and Neurotechnology Center of Excellence, Ankara, Turkey.,Department of Interdisciplinary Neuroscience, Health Science Institute, Ankara University, Ankara, Turkey
| | - Nazife Ayyıldız
- Neuroscience and Neurotechnology Center of Excellence, Ankara, Turkey.,Department of Interdisciplinary Neuroscience, Health Science Institute, Ankara University, Ankara, Turkey.,Brain Research Center, Ankara University, Ankara, Turkey
| | - Emre H Kale
- Brain Research Center, Ankara University, Ankara, Turkey
| | - Öykü Mançe Çalışır
- Brain Research Center, Ankara University, Ankara, Turkey.,Program of Counseling and Guidance, Department of Educational Sciences, Ankara University Faculty of Educational Sciences, Ankara, Turkey
| | - Pınar Uran
- Department of Child and Adolescent Psychiatry, Ankara University School of Medicine, Ankara, Turkey
| | - Özgür Öner
- Department of Child and Adolescent Psychiatry, Bahçeşehir University School of Medicine, İstanbul, Turkey
| | - Sinan Olkun
- Department of Mathematics Education, Final International University, Kyrenia, Cyprus
| | - Metehan Çiçek
- Department of Physiology, Ankara University School of Medicine, Ankara, Turkey.,Neuroscience and Neurotechnology Center of Excellence, Ankara, Turkey.,Department of Interdisciplinary Neuroscience, Health Science Institute, Ankara University, Ankara, Turkey.,Brain Research Center, Ankara University, Ankara, Turkey
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Hilvert E, Lorang E, Sterling A. Maternal Use of Decontextualized and Contextualized Talk: An In-Depth Investigation of Early Parent-Child Interactions in Down Syndrome. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:1767-1780. [PMID: 34153191 PMCID: PMC8702844 DOI: 10.1044/2021_ajslp-20-00190] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Revised: 01/30/2021] [Accepted: 03/08/2021] [Indexed: 06/04/2023]
Abstract
Purpose The goal of this study was to characterize and quantify maternal use of decontextualized and contextualized input during mother-child interactions including young children with Down syndrome (DS). Method Participants included 22 mother-child dyads with DS (M age = 42.8 months) and 22 mother-child dyads with typical development (M age = 44.0 months). Parent-child language samples were collected during free-play, book reading, and snack time, and coded for maternal decontextualized (i.e., pretend, explanatory, and narrative talk) and contextualized input (i.e., descriptions, conversation, praise, questions, and directives). Results Mothers of children with DS used a larger proportion of pretend talk compared to other types of decontextualized input and also used a larger proportion of questions, conversation, and descriptions compared to other types of contextualized language. Mothers of children with DS generally used a smaller proportion of decontextualized input compared to mothers of children with typical development, with the exception of pretend talk. Maternal decontextualized input was not related to children's age or language ability in DS. Conclusions Findings shed new light on the early language environments of children with DS, providing important insight into the ways that mothers of children with DS are incorporating decontextualized and contextualized talk into early mother-child conversations. Additional implications and future directions are discussed.
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Affiliation(s)
| | - Emily Lorang
- Waisman Center, University of Wisconsin–Madison
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
| | - Audra Sterling
- Waisman Center, University of Wisconsin–Madison
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
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Prescott KE, Ellis Weismer S. Children with ASD and Communication Regression: Examining Pre-Loss Skills and Later Language Outcomes Through the Preschool Years. J Autism Dev Disord 2021; 52:1956-1970. [PMID: 34061309 PMCID: PMC8633200 DOI: 10.1007/s10803-021-05098-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/16/2021] [Indexed: 11/29/2022]
Abstract
This study investigated receptive and expressive language outcomes in children with autism spectrum disorder (ASD) with and without a history of language/communication regression, employing three progressively less stringent definitions of regression. Data were derived from a large, longitudinal sample of children with ASD in which regression was assessed at approximately 30 months. Results indicated poorer receptive language and larger discrepancies between receptive and expressive language in the regression group than the group without regression at 44 months but not 66 months. Number of words used before loss predicted receptive language at 44 months. Overall, results suggest that a regression profile in ASD is associated with modest and transient impacts on language outcomes that are no longer discernable at school entry.
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Affiliation(s)
- Kathryn E Prescott
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Goodnight Hall, 1975 Willow Drive, Madison, WI, 53706, USA.,Waisman Center, University of Wisconsin-Madison, 1500 Highland Avenue, Madison, WI, 53705, USA
| | - Susan Ellis Weismer
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Goodnight Hall, 1975 Willow Drive, Madison, WI, 53706, USA. .,Waisman Center, University of Wisconsin-Madison, 1500 Highland Avenue, Madison, WI, 53705, USA.
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Chericoni N, Balboni G, Costanzo V, Mancini A, Prosperi M, Lasala R, Tancredi R, Scattoni ML, Muratori F, Apicella F. A Combined Study on the Use of the Child Behavior Checklist 1½-5 for Identifying Autism Spectrum Disorders at 18 Months. J Autism Dev Disord 2021; 51:3829-3842. [PMID: 33394248 PMCID: PMC8510940 DOI: 10.1007/s10803-020-04838-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/09/2020] [Indexed: 01/15/2023]
Abstract
The capacity of the Child Behavior Checklist 1½-5 (CBCL 1½-5) to identify children with autism spectrum disorder (ASD) at 18 months was tested on 37 children clinically referred for ASD and 46 children at elevated likelihood of developing ASD due to having an affected brother/sister. At 30 months the clinically referred children all received a confirmatory diagnosis, and 10 out of 46 siblings received a diagnosis of ASD. CBCL 1½-5 profiles were compared with a group of matched children with typical development (effect of cognitive level controlled for). The capacity of the CBCL 1½-5 DSM Oriented-Pervasive Developmental Problems scale to differentiate correctly between children diagnosed with ASD and children with typical development appeared dependent on group ascertainment methodology.
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Affiliation(s)
- Natasha Chericoni
- IRCCS Fondazione Stella Maris, Viale del Tirreno, 331, Calambrone, 56128, Pisa, Italy.
| | | | - Valeria Costanzo
- IRCCS Fondazione Stella Maris, Viale del Tirreno, 331, Calambrone, 56128, Pisa, Italy
| | - Alice Mancini
- IRCCS Fondazione Stella Maris, Viale del Tirreno, 331, Calambrone, 56128, Pisa, Italy
| | - Margherita Prosperi
- IRCCS Fondazione Stella Maris, Viale del Tirreno, 331, Calambrone, 56128, Pisa, Italy
| | - Roberta Lasala
- IRCCS Fondazione Stella Maris, Viale del Tirreno, 331, Calambrone, 56128, Pisa, Italy
| | - Raffaella Tancredi
- IRCCS Fondazione Stella Maris, Viale del Tirreno, 331, Calambrone, 56128, Pisa, Italy
| | | | - Filippo Muratori
- IRCCS Fondazione Stella Maris, Viale del Tirreno, 331, Calambrone, 56128, Pisa, Italy
- University of Pisa, Pisa, Italy
| | - Fabio Apicella
- IRCCS Fondazione Stella Maris, Viale del Tirreno, 331, Calambrone, 56128, Pisa, Italy
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Barton-Hulsey A, Lorang E, Renfus K, Sterling A. Maternal Input and Child Language Comprehension During Book Reading in Children With Down Syndrome. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:1475-1488. [PMID: 32463706 PMCID: PMC7893527 DOI: 10.1044/2020_ajslp-19-00156] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2019] [Revised: 10/17/2019] [Accepted: 02/13/2020] [Indexed: 05/30/2023]
Abstract
Purpose Communication interactions between parents and children during shared book reading impact a child's development of both language and literacy skills. This study examined maternal language input and child expressive communication during a shared book reading activity in children with Down syndrome (DS) and children with typical development (TD). Additionally, children's receptive language was examined to understand the relationship between maternal language input and child receptive language ability. Method Participants included 22 children with DS and 22 children with TD between 22 and 63 months of age and their mothers. Each mother-child dyad participated in a 7-min naturalistic shared book reading activity. Results Compared to mothers of children with TD, mothers of children with DS used significantly more utterances with less grammatical complexity, but a similar range of vocabulary diversity. Mothers of children with DS used more questions, descriptions, gestures, and labels, whereas mothers of children with TD used nearly half of their utterances to read directly from books. Children with DS communicated at a similar frequency compared to their peers with TD; however, they produced significantly fewer spoken words. Conclusions This study reveals important differences between early shared book reading interactions and provides implications for future research targeting parent-coached intervention strategies that may enhance children's learning during shared book reading by providing access to expressive language and print instruction.
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Affiliation(s)
| | - Emily Lorang
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
| | - Kallie Renfus
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
| | - Audra Sterling
- Waisman Center, University of Wisconsin–Madison
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
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Bang JY, Sharda M, Nadig AS. Towards greater transparency in neurodevelopmental disorders research: use of a proposed workflow and propensity scores to facilitate selection of matched groups. J Neurodev Disord 2020; 12:20. [PMID: 32709231 PMCID: PMC7382075 DOI: 10.1186/s11689-020-09321-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/31/2019] [Accepted: 06/18/2020] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Matching is one commonly utilized method in quasi-experimental designs involving individuals with neurodevelopmental disorders (NDD). This method ensures two or more groups (e.g., individuals with an NDD versus neurotypical individuals) are balanced on pre-existing covariates (e.g., IQ), enabling researchers to interpret performance on outcome measures as being attributed to group membership. While much attention has been paid to the statistical criteria of how to assess whether groups are well-matched, relatively little attention has been given to a crucial prior step: the selection of the individuals that are included in matched groups. The selection of individuals is often an undocumented process, which can invite unintentional, arbitrary, and biased decision-making. Limited documentation can result in findings that have limited reproducibility and replicability and thereby have poor potential for generalization to the broader population. Especially given the heterogeneity of individuals with NDDs, interpretation of research findings depends on minimizing bias at all stages of data collection and analysis. RESULTS In the spirit of open science, this tutorial demonstrates how a workflow can be used to provide a transparent, reproducible, and replicable process to select individuals for matched groups. Our workflow includes the following key steps: Assess data, Select covariates, Conduct matching, and Diagnose matching. Our sample dataset is from children with autism spectrum disorder (ASD; n = 25) and typically developing children (n = 43) but can be adapted to comparisons of any two groups in quasi-experimental designs. We work through this method to conduct and document matching using propensity scores implemented with the R package MatchIt. Data and code are publicly available, and a template for this workflow is provided in the Additional file 1 as well as on a public repository. CONCLUSIONS It is important to provide clear documentation regarding the selection process to establish matched groups. This documentation ensures better transparency in participant selection and data analysis in NDD research. We hope the adoption of such a workflow will ultimately advance our ability to replicate findings and help improve the lives of individuals with NDDs.
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Affiliation(s)
- Janet Y Bang
- Department of Psychology, Stanford University, 450 Serra Mall, Stanford, CA, 94305, USA.
- School of Communication Sciences and Disorders, McGill University, 2001 Avenue McGill College Suite 800, Montreal, QC, H3A 1G1, Canada.
- Centre for Research on Brain, Language & Music, 3460 de la Montagne, Montreal, QC, H3G 2A8, Canada.
| | - Megha Sharda
- International Laboratory for Brain, Music and Sound Research (BRAMS), Université de Montréal, 90 Avenue Vincent D'Indy, Montreal, QC, H2V 2S9, Canada
| | - Aparna S Nadig
- School of Communication Sciences and Disorders, McGill University, 2001 Avenue McGill College Suite 800, Montreal, QC, H3A 1G1, Canada
- Centre for Research on Brain, Language & Music, 3460 de la Montagne, Montreal, QC, H3G 2A8, Canada
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Friedman L, Lorang E, Hilvert E, Sterling A. "Are We Done Yet?" Question-Asking in Boys With Fragile X Syndrome and Idiopathic Autism Spectrum Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1822-1834. [PMID: 32421422 PMCID: PMC7839035 DOI: 10.1044/2020_jslhr-19-00139] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2019] [Revised: 12/19/2019] [Accepted: 02/14/2020] [Indexed: 06/11/2023]
Abstract
Purpose Question-asking serves as a tool to learn new information and is important in both academic and social settings. Boys with idiopathic autism spectrum disorder (ASD) and boys with fragile X syndrome and comorbid ASD (FXS + ASD) have similar social communication deficits, which may have downstream effects on their question-asking ability. This study examined question-asking in school-age boys with idiopathic ASD and FXS + ASD, including the role of ASD severity, expressive grammatical complexity (measured by mean length of utterance [MLU]), and IQ. Method Twenty-five boys with FXS + ASD and 21 boys with idiopathic ASD (ages 9-16 years) were included in this study. Autism Diagnostic Observation Schedule assessments were transcribed and coded for the frequency, function, and appropriateness of spontaneous questions asked. We examined group differences in these aspects of question-asking and relationships between question-asking and ASD severity, MLU, and IQ within each group. Results Boys with FXS + ASD asked more questions than boys with idiopathic ASD, although boys with idiopathic ASD asked a higher proportion of appropriate questions. Boys with idiopathic ASD also asked the examiner more personal questions than the boys with FXS + ASD. ASD severity and MLU were related to the proportion of clarification questions in FXS + ASD, and ASD severity was also related to the proportion of personal questions in this group. For the boys with idiopathic ASD, ASD severity was related to the total number of questions asked. Conclusions Our findings highlight similarities and differences between boys with FXS + ASD and idiopathic ASD in their spontaneous question production and indicate that ASD severity and grammatical language are differentially important for question-asking. This study has implications for targeted treatment in question-asking skills for boys with FXS + ASD and ASD.
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Affiliation(s)
- Laura Friedman
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
- Waisman Center, University of Wisconsin–Madison
| | - Emily Lorang
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
- Waisman Center, University of Wisconsin–Madison
| | | | - Audra Sterling
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
- Waisman Center, University of Wisconsin–Madison
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Malloy C, Cuda J, Kim SY, Bottema‐Beutel K. “They can even make waiting in line fun”: A quantitative content analysis of autistic children's friendship conceptualizations. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22362] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Caitlin Malloy
- Department of Teaching, Curriculum, and SocietyLynch School of Education and Human Development, Boston CollegeNewton Massachusetts
| | - Josephine Cuda
- Department of Teaching, Curriculum, and SocietyLynch School of Education and Human Development, Boston CollegeNewton Massachusetts
| | - So Yoon Kim
- Department of Teaching, Curriculum, and SocietyLynch School of Education and Human Development, Boston CollegeNewton Massachusetts
| | - Kristen Bottema‐Beutel
- Department of Teaching, Curriculum, and SocietyLynch School of Education and Human Development, Boston CollegeNewton Massachusetts
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Hilvert E, Hoover J, Sterling A, Schroeder S. Comparing Tense and Agreement Productivity in Boys With Fragile X Syndrome, Children With Developmental Language Disorder, and Children With Typical Development. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1181-1194. [PMID: 32282263 PMCID: PMC7242987 DOI: 10.1044/2019_jslhr-19-00022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2019] [Revised: 09/16/2019] [Accepted: 12/19/2019] [Indexed: 06/11/2023]
Abstract
Purpose This study compared and characterized the tense and agreement productivity of boys with fragile X syndrome (FXS), children with developmental language disorder (DLD), and children with typical development (TD) matched on mean length of utterance. Method Twenty-two boys with FXS (M age = 12.22 years), 19 children with DLD (M age = 4.81 years), and 20 children with TD (M age = 3.23 years) produced language samples that were coded for their productive use of five tense markers (i.e., third-person singular, past tense -ed, copula BE, auxiliary BE, and auxiliary DO) using the tense and agreement productivity score. Children also completed norm-referenced cognitive and linguistic assessments. Results Children with DLD generally used tense and agreement markers less productively than children with TD, particularly third-person singular and auxiliary BE. However, boys with FXS demonstrated a more complicated pattern of productivity, where they were similar to children with DLD and TD, depending on the tense marker examined. Results revealed that children with DLD and TD showed a specific developmental sequence of the individual tense markers that aligns with patterns documented by previous studies, whereas boys with FXS demonstrated a more even profile of productivity. Conclusions These findings help to further clarify areas of overlap and discrepancy in tense and agreement productivity among boys with FXS and children with DLD. Additional clinical implications of these results are discussed.
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Affiliation(s)
| | - Jill Hoover
- Department of Communication Disorders, University of Massachusetts Amherst
| | - Audra Sterling
- Waisman Center, University of Wisconsin–Madison
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
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Larson C, Kaplan D, Kaushanskaya M, Weismer SE. Language and Inhibition: Predictive Relationships in Children With Language Impairment Relative to Typically Developing Peers. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1115-1127. [PMID: 32209012 PMCID: PMC7242992 DOI: 10.1044/2019_jslhr-19-00210] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2019] [Revised: 09/13/2019] [Accepted: 12/11/2019] [Indexed: 06/09/2023]
Abstract
Background This study examined predictive relationships between two indices of language-receptive vocabulary and morphological comprehension-and inhibition in children with specific language impairment (SLI) and typically developing (TD) children. Methods Participants included 30 children with SLI and 41 TD age-matched peers (8-12 years). At two time points separated by 1 year, we assessed receptive vocabulary and morphological comprehension via standardized language measures and inhibition via a Flanker task. We used Bayesian model averaging and Bayesian regression analytical techniques. Results Findings indicated predictive relationships between language indices and inhibition reaction time (RT), but not between language indices and inhibition accuracy. For the SLI group, Year 1 inhibition RT predicted Year 2 morphological comprehension. For the TD group, Year 1 morphological comprehension predicted Year 2 inhibition RT. Conclusions This study provides preliminary evidence of a predictive relationship between language and inhibition, but this relationship differed between children with SLI and those with typical development. Findings suggest that inhibition RT played a larger predictive role in later morphological comprehension in children with SLI relative to the other relationships examined. Targeting inhibition skills as a part of language intervention may improve subsequent morphological comprehension. Supplemental Material https://doi.org/10.23641/asha.12014823.
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Affiliation(s)
- Caroline Larson
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison
- Waisman Center, University of Wisconsin-Madison
| | - David Kaplan
- Department of Educational Psychology, University of Wisconsin-Madison
| | - Margarita Kaushanskaya
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison
- Waisman Center, University of Wisconsin-Madison
| | - Susan Ellis Weismer
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison
- Waisman Center, University of Wisconsin-Madison
- Department of Educational Psychology, University of Wisconsin-Madison
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An investigation of word learning in the presence of gaze: Evidence from school-age children with typical development or Autism Spectrum Disorder. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100847] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Mason-Apps E, Stojanovik V, Houston-Price C, Seager E, Buckley S. Do Infants With Down Syndrome Show an Early Receptive Language Advantage? JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:585-598. [PMID: 32091963 DOI: 10.1044/2019_jslhr-19-00157] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The study explored longitudinally the course of vocabulary and general language development in a group of infants with Down syndrome (DS) compared to a group of typically developing (TD) infants matched on nonverbal mental ability (NVMA). Method We compared the vocabulary and general language trajectories of the two groups in two ways: (a) at three time points during a 12-month period and (b) at two time points when the groups had made equal progress in NVMA (a period of 6 months for the TD infants vs. 12 months for the infants with DS). Results The TD group had overtaken the DS group on all general language and vocabulary measures by the end of the 12-month period. However, expressive communication and expressive vocabulary were developing at the same rate and level in the two groups when examined over a period in which the two groups were matched in gains in NVMA. Furthermore, the infants with DS showed a receptive language advantage over the TD group; this group's auditory comprehension and receptive vocabulary scores were superior to those of the TD group at both time points when NVMA was accounted for. Conclusion The results shed light on the widely reported discrepancy between expressive and receptive language in individuals with DS. Although infants with DS appear to be developing language skills more slowly than chronological age TD peers, when NVMA is taken into account, infants with DS do not have expressive language delays, and they seem to show a receptive language advantage.
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Affiliation(s)
- Emily Mason-Apps
- School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom
- Department of Psychology, University of Portsmouth, United Kingdom
| | - Vesna Stojanovik
- School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom
| | - Carmel Houston-Price
- School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom
| | - Emily Seager
- School of Psychology and Clinical Language Sciences, University of Reading, United Kingdom
| | - Sue Buckley
- Department of Psychology, University of Portsmouth, United Kingdom
- Down Syndrome Education International, Cumbria, United Kingdom
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Hilvert E. Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2020; 5:2396941520912118. [PMID: 36381548 PMCID: PMC9620452 DOI: 10.1177/2396941520912118] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND AIMS Understanding the unique expressive language profiles of children with phenotypically similar, but distinct neurodevelopmental disorders, such as idiopathic autism spectrum disorder and fragile X syndrome with a co-diagnosis of autism spectrum disorder (fragile X syndrome + autism spectrum disorder), has both clinical and theoretical implications. However, comparative studies of these two clinical groups have been limited, and results have been inconsistent, partially as a result of different assessment methods being utilized. Thus, the current study compared the expressive language profiles of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder and examined whether a similar linguistic profile emerged across different language sampling contexts: a semi-structured conversation and the Autism Diagnostic Observation Schedule. METHODS Eighteen boys with autism spectrum disorder (Mage = 13.25 years) and 19 boys with fragile X syndrome + autism spectrum disorder (Mage = 12.19 years), matched on autism spectrum disorder symptom severity and similar in terms of chronological age and mean length of utterance, participated in this study. Boys produced two language samples: one semi-structured conversation and one taken from the Autism Diagnostic Observation Schedule. Language samples were coded for talkativeness, lexical diversity, mean length of utterance, intelligibility, and repetitive or perseverative language. RESULTS Analyses revealed that boys with autism spectrum disorder produced language samples that were more lexically diverse and intelligible, and that included less topic perseveration compared to boys with fragile X syndrome + autism spectrum disorder. With regards to sampling context, boys in both groups were more talkative and produced longer and more intelligible utterances in their conversation sample compared to their Autism Diagnostic Observation Schedule sample. However, boys with autism spectrum disorder and fragile X syndrome + autism spectrum disorder used a higher proportion of topic perseveration during the conversation sample. CONCLUSIONS Overall, we found similarities as well as distinctions in the expressive language profiles of boys with fragile X syndrome + autism spectrum disorder and boys with idiopathic autism spectrum disorder. Moreover, the Autism Diagnostic Observation Schedule sample elicited a relatively different language profile than the conversation sample for boys in both groups. IMPLICATIONS These findings help to further elucidate the unique language phenotypes of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder. Moreover, our findings indicate that multiple language samples may be needed to obtain a comprehensive account of a child's expressive language ability.
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Affiliation(s)
- Elizabeth Hilvert
- Elizabeth Hilvert, University of Wisconsin
Madison, 1500 Highland Ave, Madison, WI 53705, USA.
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LORANG E, VENKER CE, STERLING A. An investigation into maternal use of telegraphic input to children with Down syndrome. JOURNAL OF CHILD LANGUAGE 2020; 47:225-249. [PMID: 31587679 PMCID: PMC6928434 DOI: 10.1017/s0305000919000503] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Maternal input influences language development in children with Down syndrome (DS) and typical development (TD). Telegraphic input, or simplified input violating English grammatical rules, is controversial in speech-language pathology, yet no research to date has investigated whether mothers of children with DS use telegraphic input. This study investigated the quality of linguistic input to children with DS compared to age-matched children with TD, and the relationship between maternal input and child language abilities. Mothers of children with DS simplified their input in multiple ways, by using a lower lexical diversity, shorter utterances, and more telegraphic input compared to mothers of children with TD. Telegraphic input was not significantly correlated with other aspects of maternal input or child language abilities. Since children with DS demonstrate specific deficits in grammatical compared to lexical abilities, future work should investigate the long-term influence of maternal telegraphic input on language development in children with DS.
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Affiliation(s)
- Emily LORANG
- Department of Communication Sciences and Disorders, University of Wisconsin – Madison, USA
| | - Courtney E. VENKER
- Department of Communicative Sciences and Disorders, Michigan State University, USA
| | - Audra STERLING
- Department of Communication Sciences and Disorders, University of Wisconsin – Madison, USA
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Hilvert E, Davidson D, Gámez PB. Assessment of Personal Narrative Writing in Children with and without Autism Spectrum Disorder. RESEARCH IN AUTISM SPECTRUM DISORDERS 2020; 69:101453. [PMID: 32863860 PMCID: PMC7453741 DOI: 10.1016/j.rasd.2019.101453] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
BACKGROUND Research has demonstrated that writing may be challenging for many children with Autism Spectrum Disorder (ASD; Mayes & Calhoun, 2006). In our study, we used linguistic analysis to identify and examine the personal narrative writing skills of children with ASD in comparison to neurotypical (NT) children. METHOD This study included 22 children with ASD and 22 NT children. Groups did not differ in terms of age, IQ, and language. Writing samples were coded and compared for aspects of microstructure (e.g., lexical and syntactic complexity, errors) and macrostructure (e.g., quality, or ratings of coherence, structure, and content). We also examined the link between theory of mind (ToM) and personal narrative writing. Of interest was whether ToM uniquely predicted writing performance after controlling for diagnostic group, chronological age, and language ability. RESULTS The texts of children with ASD were less syntactically diverse, contained more grammatical errors, and were reduced in overall quality compared to NT children. However, children with ASD did not differ from NT children in terms of lexical complexity, frequency of writing conventions errors, and use of evaluative devices. Overall, ToM uniquely predicted syntactic complexity and text quality in children. CONCLUSIONS Study findings showed that children with ASD demonstrate some challenges with personal narrative writing compared to NT children. Additionally, difficulty with narrative writing was linked to poorer ToM performance, particularly in children with ASD. Findings highlight the utility of obtaining a variety of writing outcomes, as well as mechanisms related to writing, when evaluating writing for educational decisions.
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Affiliation(s)
- Elizabeth Hilvert
- Department of Psychology, Loyola University Chicago 1032 W. Sheridan Rd. Chicago, IL, 60660, USA
| | - Denise Davidson
- Department of Psychology, Loyola University Chicago 1032 W. Sheridan Rd. Chicago, IL, 60660, USA
| | - Perla B. Gámez
- Department of Psychology, Loyola University Chicago 1032 W. Sheridan Rd. Chicago, IL, 60660, USA
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Hahn LJ, Brady NC, Versaci T. Communicative Use of Triadic Eye Gaze in Children With Down Syndrome, Autism Spectrum Disorder, and Other Intellectual and Developmental Disabilities. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:1509-1522. [PMID: 31487475 PMCID: PMC7251597 DOI: 10.1044/2019_ajslp-18-0155] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2018] [Revised: 11/27/2018] [Accepted: 06/09/2019] [Indexed: 05/30/2023]
Abstract
Purpose This study examines differences in the communicative use of triadic eye gaze (TEG) during a communicative interaction in 2 neurodevelopmental disorders: Down syndrome (DS) and autism spectrum disorders (ASD), and a 3rd group of varying disabilities associated with intellectual and developmental disabilities (IDDs). Also, the relationship between TEG use and language abilities was explored. Method Participants were 45 children, 15 in each group. The frequency of TEG was coded during a scripted communication assessment when children were between 3 and 6 years of age (37-73 months). Receptive and expressive language was measured using raw scores from the Mullen Scales of Early Learning concurrently between 3 and 6 years and again 2 years later when children were between 5 and 8 years (59-92 months). Results Descriptively, children with DS had a higher frequency of TEG than children with ASD and IDD, but significant differences were only observed between children with DS and ASD. More TEG at Time 1 in children with DS was associated with higher receptive language at Time 1 and higher expressive language at Time 2. For children with ASD, a trend for a positive association between TEG at Time 1 and language abilities at Time 2 was observed. No significant associations were observed for children with IDD. Conclusion Children with DS used TEG significantly more than children with ASD in this sample. Identifying strengths and weaknesses in TEG use is important because providing caregiver training to facilitate TEG can result in increased opportunities to respond with language models and promote language development.
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Affiliation(s)
- Laura J. Hahn
- Life Span Institute, The University of Kansas, Lawrence
- Department of Speech and Hearing Science, University of Illinois at Urbana–Champaign
| | | | - Theresa Versaci
- Department of Speech and Hearing Science, University of Illinois at Urbana–Champaign
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Hamrick LR, Seidl A, Tonnsen BL. Acoustic properties of early vocalizations in infants with fragile X syndrome. Autism Res 2019; 12:1663-1679. [PMID: 31407873 PMCID: PMC7337140 DOI: 10.1002/aur.2176] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2019] [Accepted: 07/01/2019] [Indexed: 11/09/2022]
Abstract
Fragile X syndrome (FXS) is a neurogenetic syndrome characterized by cognitive impairments and high rates of autism spectrum disorder (ASD). FXS is often highlighted as a model for exploring pathways of symptom expression in ASD due to the high prevalence of ASD symptoms in this population and the known single-gene cause of FXS. Early vocalization features-including volubility, complexity, duration, and pitch-have shown promise in detecting ASD in idiopathic ASD populations but have yet to be extensively studied in a population with a known genetic cause for ASD such as FXS. Investigating early trajectories of these features in FXS may inform our limited knowledge of potential mechanisms that predict later social communication outcomes. The present study addresses this need by presenting preliminary findings which (a) characterize early vocalization features in FXS relative to low-risk controls (LRC) and (b) test the specificity of associations between these features and language and ASD outcomes. We coded vocalization features during a standardized child-examiner interaction for 39 nine-month-olds (22 FXS, 17 LRC) whose clinical outcomes were assessed at 24 months. Our results provide preliminary evidence that within FXS, associations between vocalization features and 24-month language outcomes may diverge from those observed in LRC, and that vocalization features may be associated with later ASD symptoms. These findings provide a starting point for more research exploring these features as potential early markers of ASD in FXS, which in turn may lead to improved early identification methods, treatment approaches, and overall well-being of individuals with ASD. Autism Res2019. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Although vocal features of 9-month-olds with FXS did not differ from those of low-risk controls, several features were associated with later language and ASD outcomes at 24 months in FXS. These preliminary results suggest acoustic data may be related to clinical outcomes in FXS and potentially other high-risk populations. Further characterizing these associations may facilitate understanding of biological mechanisms and risk factors associated with social communication development and ASD.
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Affiliation(s)
- Lisa R Hamrick
- Department of Psychological Sciences, Purdue University, West Lafayette, Indiana
| | - Amanda Seidl
- Speech, Language, & Hearing Sciences, Purdue University, West Lafayette, Indiana
| | - Bridgette L Tonnsen
- Department of Psychological Sciences, Purdue University, West Lafayette, Indiana
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Kover ST, Abbeduto L. Syntactic Ability of Girls With Fragile X Syndrome: Phonological Memory and Discourse Demands on Complex Sentence Use. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2019; 124:511-534. [PMID: 31756147 PMCID: PMC6876634 DOI: 10.1352/1944-7558-124.6.511] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
This study was designed to establish the extent of delay in complex sentence use by females with fragile X syndrome (FXS) and to identify sources of variability among individuals. Females with FXS (n = 16; 10;2-15;7) and younger typically developing girls (n = 17; 4;1-8;11) were group-wise matched on nonverbal cognition and receptive syntax. Language samples (conversation and narration) yielded syntactic complexity in terms of mean length of C-unit (MLCU) and Developmental Level sentence coding (DLevel; Rosenberg & Abbeduto, 1987 ). Complex syntax was not weaker than developmental expectations; however, MLCU was lower than expected for age. Phonological memory and verbal working memory correlated with measures of syntactic complexity in narration. Discourse demands may play an important role in the language produced by females with FXS.
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Affiliation(s)
- Sara T Kover
- Sara T. Kover, University of Washington; and Leonard Abbeduto, University of California, Davis
| | - Leonard Abbeduto
- Sara T. Kover, University of Washington; and Leonard Abbeduto, University of California, Davis
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López-Riobóo E, Martínez-Castilla P. Psycholinguistic profile of young adults with Down syndrome. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 94:103460. [PMID: 31476725 DOI: 10.1016/j.ridd.2019.103460] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2019] [Revised: 07/13/2019] [Accepted: 08/04/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The phenotype of Down syndrome (DS) is usually characterized by relative strengths in visual skills and severe deficits in auditory processing; this has consequences for language and communication. To date, it is not known whether this pattern characterizes the psycholinguistic profile of young adults with DS. AIMS This study aimed to assess whether, relative to their cognitive level, young adults with DS present a specific and homogeneous phenotype for both auditory and visual psycholinguistic skills. METHODS AND PROCEDURES Fifty young adults with DS and 50 peers with other intellectual disability (ID) were equated in chronological age and nonverbal cognition and were compared regarding their performance in auditory and visual psycholinguistic functions. OUTCOMES AND RESULTS Participants with DS showed more phenotypic-specific deficits in auditory psycholinguistic skills than in those involved in visual processing. However, phenotypic-specific impairments in visual psycholinguistic skills were also observed, while no significant between-group differences were found for some auditory psycholinguistic skills. CONCLUSIONS AND IMPLICATIONS The psycholinguistic pattern of young adults with DS is not homogeneous with respect to auditory and visual processing. The profile of specific deficits suggests that the educative support for young adults with DS may need to be specific.
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Affiliation(s)
- Elena López-Riobóo
- Department of Developmental and Educational Psychology, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain; Fundación Síndrome de Down de Madrid, Madrid, Spain.
| | - Pastora Martínez-Castilla
- Department of Developmental and Educational Psychology, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain.
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Wall CA, Hogan AL, Will EA, McQuillin S, Kelleher BL, Roberts JE. Early negative affect in males and females with fragile X syndrome: implications for anxiety and autism. J Neurodev Disord 2019; 11:22. [PMID: 31519170 PMCID: PMC6744625 DOI: 10.1186/s11689-019-9284-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/27/2019] [Accepted: 08/29/2019] [Indexed: 01/24/2023] Open
Abstract
Background Fragile X syndrome (FXS) is a genetic disorder that is highly comorbid with anxiety and autism spectrum disorder (ASD). Elevated negative affect in young children has been associated with increased risk for both anxiety and ASD; however, these relations remain poorly understood in FXS. Methods The present prospective longitudinal study examined the trajectory of negative affect from infancy through preschool in males and females with FXS and typical development and its relation to anxiety and ASD. Results Results indicate a complex association reflecting group, developmental, and sex effects. Specifically, the group with FXS displayed a trajectory of increasing negative affect across age that was distinct from the typical controls. This atypical trajectory of negative affect in FXS was driven by sex effects in that males showed lower negative affect during infancy followed by steep increases across the toddler and preschool years whereas the females displayed a flatter trajectory. Finally, elevated negative affect predicted anxiety symptoms in males, but not females, with no relationship to ASD in males or females with FXS. Conclusions The current work addresses the importance of studying the development of psychopathology in a specific neurogenetic population. Temperamental negative affect was shown to be an important early marker for anxiety in young children with FXS, with subtle differences observed between males and females.
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Affiliation(s)
- Carla A Wall
- Department of Psychology, University of South Carolina, 1512 Pendleton Street, Barnwell College, Suite #220, Columbia, SC, 29208, USA.
| | - Abigail L Hogan
- Department of Psychology, University of South Carolina, 1512 Pendleton Street, Barnwell College, Suite #220, Columbia, SC, 29208, USA
| | - Elizabeth A Will
- Department of Psychology, University of South Carolina, 1512 Pendleton Street, Barnwell College, Suite #220, Columbia, SC, 29208, USA
| | - Samuel McQuillin
- Department of Psychology, University of South Carolina, 1512 Pendleton Street, Barnwell College, Suite #220, Columbia, SC, 29208, USA
| | - Bridgette L Kelleher
- Department of Psychological Sciences, Purdue University, 703 Third Street, West Lafayette, IN, 47907-2081, USA
| | - Jane E Roberts
- Department of Psychology, University of South Carolina, 1512 Pendleton Street, Barnwell College, Suite #220, Columbia, SC, 29208, USA
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Larson C, Gangopadhyay I, Kaushanskaya M, Weismer SE. The Relationship Between Language and Planning in Children With Language Impairment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:2772-2784. [PMID: 31343936 PMCID: PMC6802909 DOI: 10.1044/2019_jslhr-l-18-0367] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Purpose This study examined the relationship between language and planning, a higher order executive function skill, in children with specific language impairment (SLI) and typically developing (TD) children. We hypothesized differences between groups in planning performance and in the role of verbal mediation during planning. Method Thirty-one children with SLI and 50 TD age-matched peers (8-12 years) participated in the study. We assessed language ability via a standardized language measure and planning via a dual-task Tower of London paradigm with 3 conditions: no secondary task (baseline), articulatory suppression secondary task (disrupted verbal mediation), and motor suppression secondary task (control for secondary task demand). Results We found similar overall accuracy between children with SLI and TD peers on the Tower of London. Children with SLI executed trials more slowly at baseline than TD peers but not under articulatory suppression, and children with SLI spent less time planning than TD children at baseline and under articulatory suppression. There was a significant interaction among group, language ability, and planning time under articulatory suppression. Children with SLI who had relatively better language ability spent less time planning than children with SLI who had poorer language ability when verbal mediation was disrupted. This pattern was reversed for TD children. Conclusions This study provides evidence for a relationship between language and planning, yet this relationship differed between children with SLI compared to TD peers. Findings suggest that children with SLI use nonlinguistic perceptual strategies to a greater degree than verbal strategies on visuospatial planning tasks and that intervention might address strategy use for planning.
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Affiliation(s)
- Caroline Larson
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
- Waisman Center, University of Wisconsin–Madison
| | - Ishanti Gangopadhyay
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
- Waisman Center, University of Wisconsin–Madison
| | - Margarita Kaushanskaya
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
- Waisman Center, University of Wisconsin–Madison
| | - Susan Ellis Weismer
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
- Waisman Center, University of Wisconsin–Madison
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Bottema-Beutel K, Malloy C, Cuda J, Kim SY, MacEvoy JP. Friendship Expectations May be Similar for Mental Age-Matched Children with Autism Spectrum Disorder and Typically Developing Children. J Autism Dev Disord 2019; 49:4346-4354. [PMID: 31302820 DOI: 10.1007/s10803-019-04141-7] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
We assessed 3rd-5th grade children's endorsement of 12 friendship expectations, in two mental age-matched (M = 10.15 years) groups; one with autism spectrum disorder (ASD; n = 20) and one with typical development (TD; n = 21). Groups rated friendship expectations similarly for all but one expectation, expressing care, which received significantly higher ratings in the ASD group. Overall expectation ratings were significantly and positively correlated with friendship quality in the ASD group (r = 0.43), but not the TD, group (r = 0.08). Expectations were not correlated with loneliness or self-worth in either group. In children with ASD, expectations pertaining to reliability/trust, kindness/caring, and help/reciprocity were rated highest, followed by togetherness/amusement, and finally by intimacy/disclosure.
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Affiliation(s)
- Kristen Bottema-Beutel
- Lynch School of Education and Human Development, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA.
| | - Caitlin Malloy
- Lynch School of Education and Human Development, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA
| | - Josephine Cuda
- Lynch School of Education and Human Development, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA
| | - So Yoon Kim
- Lynch School of Education and Human Development, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA
| | - Julie Paquette MacEvoy
- Counseling, Developmental, and Educational Psychology Department, Lynch School of Education and Human Development, Boston College, Chestnut Hill, USA
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Lagrois MÉ, Palmer C, Peretz I. Poor Synchronization to Musical Beat Generalizes to Speech. Brain Sci 2019; 9:E157. [PMID: 31277417 PMCID: PMC6680836 DOI: 10.3390/brainsci9070157] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2019] [Accepted: 07/01/2019] [Indexed: 12/24/2022] Open
Abstract
The rhythmic nature of speech may recruit entrainment mechanisms in a manner similar to music. In the current study, we tested the hypothesis that individuals who display a severe deficit in synchronizing their taps to a musical beat (called beat-deaf here) would also experience difficulties entraining to speech. The beat-deaf participants and their matched controls were required to align taps with the perceived regularity in the rhythm of naturally spoken, regularly spoken, and sung sentences. The results showed that beat-deaf individuals synchronized their taps less accurately than the control group across conditions. In addition, participants from both groups exhibited more inter-tap variability to natural speech than to regularly spoken and sung sentences. The findings support the idea that acoustic periodicity is a major factor in domain-general entrainment to both music and speech. Therefore, a beat-finding deficit may affect periodic auditory rhythms in general, not just those for music.
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Affiliation(s)
- Marie-Élaine Lagrois
- International Laboratory for Brain, Music, and Sound Research, Montreal, QC H3C 3J7, Canada.
- Department of Psychology, University of Montreal, Montreal, QC H3C 3J7, Canada.
| | - Caroline Palmer
- International Laboratory for Brain, Music, and Sound Research, Montreal, QC H3C 3J7, Canada
- Department of Psychology, McGill University, Montreal, QC H3A 1B1, Canada
| | - Isabelle Peretz
- International Laboratory for Brain, Music, and Sound Research, Montreal, QC H3C 3J7, Canada
- Department of Psychology, University of Montreal, Montreal, QC H3C 3J7, Canada
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Hamrick LR, Tonnsen BL. Validating and Applying the CSBS-ITC in Neurogenetic Syndromes. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2019; 124:263-285. [PMID: 31026205 PMCID: PMC7156276 DOI: 10.1352/1944-7558-124.3.263] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Although social communication skills are commonly delayed in children with neurogenetic syndromes (NGS), skill profiles in very young children are largely under characterized, in part due to the lack of validated assessment measures appropriate for these populations. We addressed this gap by validating and applying a popular early social communication screening measure, the Communication and Symbolic Behavior Scales Developmental Profile - Infant-Toddler Checklist (CSBS-ITC) in three previously understudied neurogenetic groups: Angelman, Prader-Willi, and Williams syndromes. Our results suggest that when used within the appropriate scope of screening and surveillance, the CSBS-ITC detects meaningful variability in skills across ages in young children with NGS and may provide useful information about both individual- and population-level social communication profiles in these populations.
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Affiliation(s)
- Lisa R Hamrick
- Lisa R. Hamrick, Purdue University, Department of Psychological Sciences and Bridgette L. Tonnsen, Department of Psychological Sciences, Purdue University
| | - Bridgette L Tonnsen
- Lisa R. Hamrick, Purdue University, Department of Psychological Sciences and Bridgette L. Tonnsen, Department of Psychological Sciences, Purdue University
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49
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Schworer E, Fidler DJ, Lunkenheimer E, Daunhauer LA. Parenting behaviour and executive function in children with Down syndrome. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2019; 63:298-312. [PMID: 30536882 DOI: 10.1111/jir.12575] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2017] [Revised: 10/22/2018] [Accepted: 11/12/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Parenting behaviours influence many domains of child development, and recent work has demonstrated the specific effects of parenting on the development of executive function (EF) abilities. The relationship between parent-child interaction patterns and EF has been examined in typically developing (TD) children but has not yet been examined in dyads where the child has a diagnosis of Down syndrome (DS). METHOD The current study examines the differences in patterns of parenting behaviours between DS dyads and dyads with TD children equated on nonverbal mental age. DS dyads (n = 42), child ages 59 to 118 months, and TD dyads (n = 28), child ages 30 to 49 months, participated in a modified version of the Parent-Child Challenge Task. Parent directive and teaching behaviours were coded, along with child compliance and noncompliance. Child participants also completed a laboratory measure of inhibition and working memory, and parents completed the Behaviour Rating Inventory of Executive Function-Preschool. RESULTS There was a greater frequency of parenting directives and child compliance in the DS dyads, and parents of children with DS were more likely to follow child compliance with directives than parents of TD children. In both groups, parenting directive behaviour was a significant predictor of child EF laboratory performance. CONCLUSIONS Results characterise the relationship between specific parenting behaviours and child EF in DS and TD dyads. The implications for parent training and intervention are discussed.
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Affiliation(s)
- E Schworer
- Human Development and Family Studies, Colorado State University, Fort Collins, CO, USA
| | - D J Fidler
- Human Development and Family Studies, Colorado State University, Fort Collins, CO, USA
| | - E Lunkenheimer
- Department of Psychology, Pennsylvania State University, State College, PA, USA
| | - L A Daunhauer
- Human Development and Family Studies, Colorado State University, Fort Collins, CO, USA
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Fusaroli R, Weed E, Fein D, Naigles L. Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development. Cognition 2019; 183:1-18. [PMID: 30396129 PMCID: PMC6322977 DOI: 10.1016/j.cognition.2018.10.022] [Citation(s) in RCA: 51] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2017] [Revised: 09/04/2018] [Accepted: 10/27/2018] [Indexed: 01/06/2023]
Abstract
Language development in typically developing children (TD) has traditionally been investigated in relation to environmental factors, while language in children with autism spectrum disorder (ASD) has primarily been related to child-based factors. We employ a longitudinal corpus of 32 preschoolers with ASD and 35 linguistically matched TD peers recorded over 6 visits (ranging between 2 and 5 years of age) to investigate the relative importance of child-based and environmental factors in language development for both populations. We also investigate the reciprocal interaction between children's response to parents' input, and parents' response to children's production. We report six major findings. (1) Children's production of word types, tokens, and MLU increased across visits, and were predicted by their Expressive Language (EL) (positively) and diagnosis (negatively) from Visit 1. (2) Parents' production also increased across visits, and was predicted by their child's nonverbal cognition (positively) and diagnosis (negatively) from Visit 1. (3) At all visits and across groups, children and parents matched each other in lexical and syntactic production; (4) Parents who produced longer MLUs during a given visit had children who produced more word types and tokens, and had longer MLUs, at the subsequent visit. (5) When both child EL at Visit 1 and parent MLU were included in the model, both contributed significantly to future child language; however, EL accounted for a greater proportion of the variance. (6) Finally, children's speech significantly predicted parent speech at the next visit. Taken together, these results draw more attention to the importance of child-based factors in the early language development of TD children, and to the importance of parental language factors in the early language development of children with ASD.
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Affiliation(s)
- Riccardo Fusaroli
- Institute of Communication and Culture, Aarhus University, Jens Chr. Skous Vej 2, 8000 Aarhus, Denmark; The Interacting Minds Centre, Aarhus University, Jens Chr. Skous Vej 4, 8000 Aarhus, Denmark.
| | - Ethan Weed
- Institute of Communication and Culture, Aarhus University, Jens Chr. Skous Vej 2, 8000 Aarhus, Denmark; The Interacting Minds Centre, Aarhus University, Jens Chr. Skous Vej 4, 8000 Aarhus, Denmark
| | - Deborah Fein
- Psychology, University of Connecticut, 406 Babbidge Road, Unit 1020, Storrs, CT 06269-1020, United States
| | - Letitia Naigles
- Psychology, University of Connecticut, 406 Babbidge Road, Unit 1020, Storrs, CT 06269-1020, United States
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