Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

05-08-2022 | Original Paper

Predicting Language in Children with ASD Using Spontaneous Language Samples and Standardized Measures

Auteurs: Rebecca P. Thomas, Kacie Wittke, Jessica Blume, Ann M. Mastergeorge, Letitia Naigles

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2023

Abstract

This longitudinal study examined the degree to which standardized measures of language and natural language samples predicted later language usage in a heterogeneous sample of children with autism spectrum disorder (ASD), and how this relationship is impacted by ASD severity and interventions. Participants with a diagnosis of ASD (N = 54, 41 males) completed standardized assessments of language and social functioning; natural language samples were transcribed from play-based interactions. Findings indicated that standardized language measures, natural language measures, and ADOS severity were each unique predictors of later lexical use. Intervention types also appeared to impact later language; in particular, participation in mainstream inclusion accounted for significant amounts of variance in children’s mean length of utterance at T3.

vorige artikel Comparing narrative writing of autistic and non-autistic College students

volgende artikel Marital Experiences and Parental “Highs” and “Lows” When A Child with Autism Starts School

Abdelaziz, A., Kover, S. T., Wagner, M., & Naigles, L. R. (2018). The shape bias in children with autism spectrum disorder: Potential sources of individual differences. Journal of Speech, Language, and Hearing Research, 61(11), 2685–2702. https://doi.org/10.1044/2018_JSLHR-L-RSAUT-18-0027CrossRefPubMedPubMedCentral

Alin, A. (2010). Multicollinearity. Wiley Interdisciplinary Reviews: Computational Statistics, 2(3), 370–374.CrossRef

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). American Psychiatric Publishing.

Bal, V. H., Fok, M., Lord, C., Smith, I. M., Mirenda, P., Szatmari, P., Vaillancourt, T., Volden, J., Waddell, C., Zwaigenbaum, L., Bennett, T., Duku, E., Elsabbagh, M., Georgiades, S., Ungar, W. J., & Zaidman-Zait, A. (2019). Predictors of longer-term development of expressive language in two independent longitudinal cohorts of language-delayed preschoolers with Autism Spectrum Disorder. Journal of Child Psychology and Psychiatry, 13, 117. https://doi.org/10.1111/jcpp.13117CrossRef

Barbaro, J., & Dissanayake, C. (2009). Autism spectrum disorders in infancy and toddlerhood: A review of the evidence on early signs, early identification tools, and early diagnosis. Journal of Developmental & Behavioral Pediatrics, 30(5), 447–459. https://doi.org/10.1097/DBP.0b013e3181ba0f9fCrossRef

Barokova, M. D., Hassan, S., Lee, C., Xu, M., & Tager-Flusberg, H. (2020). A comparison of natural language samples collected from minimally and low-verbal children and adolescents with autism by parents and examiners. Journal of Speech, Language, and Hearing Research, 63(12), 4018–4028. https://doi.org/10.1044/2020_JSLHR-20-00343CrossRefPubMed

Barokova, M. D., La Valle, C., Hassan, S., Lee, C., Xu, M., McKechnie, R., Johnston, E., Krol, M. A., Leano, J., & Tager-Flusberg, H. (2021). Eliciting language samples for analysis (ELSA): A new protocol for assessing expressive language and communication in autism. Autism Research, 14(1), 112–126. https://doi.org/10.1002/aur.2380CrossRefPubMed

Barokova, M., & Tager-Flusberg, H. (2020). Commentary: Measuring language change through natural language samples. Journal of Autism and Developmental Disorders, 50(7), 2287–2306. https://doi.org/10.1007/s10803-018-3628-4CrossRefPubMed

Ben-Itzchak, E., & Zachor, D. A. (2007). The effects of intellectual functioning and autism severity on outcome of early behavioral intervention for children with autism. Research in Developmental Disabilities, 28(3), 287–303. https://doi.org/10.1016/j.ridd.2006.03.002CrossRefPubMed

Berg, A. T., Coryell, J., Saneto, R. P., Grinspan, Z. M., Alexander, J. J., Kekis, M., Sullivan, J. E., Wirrell, E. C., Shellhaas, R. A., Mytinger, J. R., Gaillard, W. D., Kossoff, E. H., Valencia, I., Knupp, K. G., Wusthoff, C., Keator, C., Dobyns, W. B., Ryan, N., Loddenkemper, T., et al. (2017). Early-life epilepsies and the emerging role of genetic testing. JAMA Pediatrics, 171(9), 863–871. https://doi.org/10.1001/jamapediatrics.2017.1743CrossRefPubMedPubMedCentral

Blume, J., Wittke, K., Naigles, L., & Mastergeorge, A. M. (2021). Language growth in young children with autism: Interactions between language production and social communication. Journal of Autism and Developmental Disorders, 51(2), 644–665. https://doi.org/10.1007/s10803-020-04576-3CrossRefPubMed

Brown, R. (1973). Development of the first language in the human species. American Psychologist, 28(2), 97–106. https://doi.org/10.1037/h0034209CrossRef

Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language and Communication Disorders, 38(3), 265–285. https://doi.org/10.1080/136820310000104830CrossRefPubMed

Condouris, K., Meyer, E., & Tager-Flusberg, H. (2003a). The relationship between standardized measures of language and measures of spontaneous speech in children with autism. American Journal of Speech-Language Pathology, 12(3), 349–358.CrossRefPubMed

Contaldo, A., Colombi, C., Pierotti, C., Masoni, P., & Muratori, F. (2020). Outcomes and moderators of Early Start Denver Model intervention in young children with autism spectrum disorder delivered in a mixed individual and group setting. Autism, 24(3), 718–729. https://doi.org/10.1177/1362361319888344CrossRefPubMed

Edmunds, S. R., Ibañez, L. V., Warren, Z., Messinger, D. S., & Stone, W. L. (2017). Longitudinal prediction of language emergence in infants at high and low risk for autism spectrum disorder. Development and Psychopathology, 29(1), 319–329. https://doi.org/10.1017/S0954579416000146CrossRefPubMed

Eisenberg, S. L., Fersko, T. M., & Lundgren, C. (2001). The use of MLU for identifying language impairment in preschool children. American Journal of Speech-Language Pathology, 10(4), 323–342. https://doi.org/10.1044/1058-0360(2001/028)CrossRef

Elliott, C. (2007). Differential ability scales (2nd ed.). Harcourt Assessment.

Erdemir, E., & Brutt-Griffler, J. (2020). Vocabulary development through peer interactions in early childhood: A case study of an emergent bilingual child in preschool. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2020.1722058CrossRef

Esler, A. N., Bal, V. H., Guthrie, W., Wetherby, A., Weismer, S. E., & Lord, C. (2015). The autism diagnostic observation schedule, toddler module: Standardized severity scores. Journal of Autism and Developmental Disorders, 45(9), 2704–2720. https://doi.org/10.1007/s10803-015-2432-7CrossRefPubMedPubMedCentral

Franchini, M., Duku, E., Armstrong, V., Brian, J., Bryson, S. E., Garon, N., Roberts, W., Roncadin, C., Zwaigenbaum, L., & Smith, I. M. (2018). Variability in verbal and nonverbal communication in infants at risk for autism spectrum disorder: Predictors and outcomes. Journal of Autism and Developmental Disorders, 48(10), 3417–3431. https://doi.org/10.1007/s10803-018-3607-9CrossRefPubMed

Frazier, T. W., Klingemier, E. W., Anderson, C. J., Gengoux, G. W., Youngstrom, E. A., & Hardan, A. Y. (2021). A longitudinal study of language trajectories and treatment outcomes of early intensive behavioral intervention for autism. Journal of Autism and Developmental Disorders, 51(12), 4534–4550. https://doi.org/10.1007/s10803-021-04900-5CrossRefPubMed

French, L., & Kennedy, E. M. M. (2018). Annual Research Review: Early intervention for infants and young children with, or at-risk of, autism spectrum disorder: A systematic review. Journal of Child Psychology and Psychiatry and Allied Disciplines, 59(4), 444–456. https://doi.org/10.1111/jcpp.12828CrossRefPubMed

Fuller, E. A., & Kaiser, A. P. (2020). The effects of early intervention on social communication outcomes for children with autism spectrum disorder: A meta-analysis. Journal of Autism and Developmental Disorders, 50(5), 1683–1700. https://doi.org/10.1007/s10803-019-03927-zCrossRefPubMedPubMedCentral

Fusaroli, R., Weed, E., Fein, D., & Naigles, L. (2019). Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development. Cognition, 183, 1–18. https://doi.org/10.1016/j.cognition.2018.10.022CrossRefPubMed

Gee, D. G., Bath, K. G., Johnson, C. M., Meyer, H. C., Murty, V. P., van den Bos, W., & Hartley, C. A. (2018). Neurocognitive development of motivated behavior: Dynamic changes across childhood and adolescence. The Journal of Neuroscience, 38(44), 9433–9445. https://doi.org/10.1523/JNEUROSCI.1674-18.2018CrossRefPubMedPubMedCentral

Gotham, K., Risi, S., Pickles, A., & Lord, C. (2007). The autism diagnostic observation schedule: Revised algorithms for improved diagnostic validity. Journal of Autism and Developmental Disorders, 37(4), 613–627. https://doi.org/10.1007/s10803-006-0280-1CrossRefPubMed

Green, J., Pickles, A., Pasco, G., Bedford, R., Wan, M. W., Elsabbagh, M., Slonims, V., Gliga, T., Jones, E., Cheung, C., Charman, T., Johnson, M., Baron-Cohen, S., Bolton, P., Davies, K., Liew, M., Fernandes, J., Gammer, I., Salomone, E. et al. (2017). Randomised trial of a parent-mediated intervention for infants at high risk for autism: Longitudinal outcomes to age 3 years. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(12), 1330–1340. https://doi.org/10.1111/jcpp.12728CrossRefPubMed

Hampton, L. H., & Kaiser, A. P. (2016). Intervention effects on spoken-language outcomes for children with autism: A systematic review and meta-analysis. Journal of Intellectual Disability Research, 60(5), 444–463. https://doi.org/10.1111/jir.12283CrossRefPubMed

Hampton, L. H., & Rodriguez, E. M. (2021). Preemptive interventions for infants and toddlers with a high likelihood for autism: A systematic review and meta-analysis. Autism. https://doi.org/10.1177/13623613211050433CrossRefPubMedPubMedCentral

Harper, C. B., Symon, J. B. G., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38(5), 815–826. https://doi.org/10.1007/s10803-007-0449-2CrossRefPubMed

Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. The Guilford Press.

Hoff, E. (2013). Language development (5th ed.). Cengage Learning.

Hoff-Ginsberg, E. (1998). The relation of birth order and socioeconomic status to children’s language experience and language development. Applied Psycholinguistics, 19(4), 603–629. https://doi.org/10.1017/s0142716400010389CrossRef

Hus, V., & Lord, C. (2014). The autism diagnostic observation schedule, module 4: Revised algorithm and standardized severity scores. Journal of Autism and Developmental Disorders, 44(8), 1996–2012. https://doi.org/10.1007/s10803-014-2080-3CrossRefPubMedPubMedCentral

Hutchins, T. L., Brannick, M., Bryant, J. B., & Silliman, E. R. (2005). Methods for controlling amount of talk: Difficulties, considerations and recommendations. First Language, 25(3), 347–363. https://doi.org/10.1177/0142723705056376CrossRef

Johnson, S. A., Filliter, J. H., & Murphy, R. R. (2009). Discrepancies between self- and parent-perceptions of Autistic traits and empathy in high functioning children and adolescents on the Autism spectrum. Journal of Autism and Developmental Disorders, 39(12), 1706–1714. https://doi.org/10.1007/s10803-009-0809-1CrossRefPubMed

Jones, E. J. H., Dawson, G., Kelly, J., Estes, A., & Jane Webb, S. (2017). Parent-delivered early intervention in infants at risk for ASD: Effects on electrophysiological and habituation measures of social attention. Autism Research, 10(5), 961–972. https://doi.org/10.1002/aur.1754CrossRefPubMedPubMedCentral

Kasari, C., Brady, N., Lord, C., & Tager-Flusberg, H. (2013a). Assessing the minimally verbal school-aged child with autism spectrum disorder. Autism Research, 6(6), 479–493. https://doi.org/10.1002/aur.1334CrossRefPubMedPubMedCentral

Kasari, C., Gulsrud, A., Freeman, S., Paparella, T., & Hellemann, G. (2012). Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play. Journal of the American Academy of Child & Adolescent Psychiatry, 51(5), 487–495. https://doi.org/10.1016/j.jaac.2012.02.019CrossRef

Kenworthy, L., Wallace, G. L., Powell, K., Anselmo, C., Martin, A., & Black, D. O. (2012). Early language milestones predict later language, but not autism symptoms in higher functioning children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(3), 1194–1202. https://doi.org/10.1016/j.rasd.2012.03.009CrossRef

Kolb, B., & Gibb, R. (2011). Brain plasticity and behaviour in the developing brain. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(4), 265–276.PubMedPubMedCentral

La Valle, C., Plesa-Skwerer, D., & Tager-Flusberg, H. (2020). Comparing the pragmatic speech profiles of minimally verbal and verbally fluent individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50(10), 3699–3713. https://doi.org/10.1007/s10803-020-04421-7CrossRefPubMedPubMedCentral

Landa, R. J. (2018). Efficacy of early interventions for infants and young children with, and at risk for, autism spectrum disorders. International Review of Psychiatry, 30(1), 25–39. https://doi.org/10.1080/09540261.2018.1432574CrossRefPubMed

Landa, R. J., Holman, K. C., & Garrett-Mayer, E. (2007). Social and communication development in toddlers with early and later diagnosis of autism spectrum disorders. Archives of General Psychiatry, 64(7), 853. https://doi.org/10.1001/archpsyc.64.7.853CrossRefPubMed

Landa, R. J., & Kalb, L. G. (2012). Long-term outcomes of toddlers with autism spectrum disorders exposed to short-term intervention. Pediatrics, 130(Supplement 2), S186–S190. https://doi.org/10.1542/peds.2012-0900QCrossRefPubMed

LeGrand, K. J., Weil, L. W., Lord, C., & Luyster, R. J. (2021). Identifying childhood expressive language features that best predict adult language and communication outcome in individuals with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 64(6), 1977–1991. https://doi.org/10.1044/2021_JSLHR-20-00544CrossRefPubMedPubMedCentral

Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Leventhal, B. L., DiLavore, P. C., Pickles, A., & Rutter, M. (2000). The autism diagnostic observation schedule-generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223. https://doi.org/10.1023/A:1005592401947CrossRefPubMed

Lord, C., Rutter, M. L., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. L. (2012). Autism diagnostic observation schedule, 2nd edition (ADOS-2). In Manual (Part 1): Modules 1–4. Western Psychological Services.

Lord, C., & Schopler, E. (1989). Stability of assessment results of autistic and non-autistic language-impaired children from preschool years to early school age. Journal of Child Psychology and Psychiatry, 30(4), 575–590. https://doi.org/10.1111/j.1469-7610.1989.tb00269.xCrossRefPubMed

Luyster, R. J., Kadlec, M. B., Carter, A., & Tager-Flusberg, H. (2008). Language assessment and development in toddlers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(8), 1426–1438. https://doi.org/10.1007/s10803-007-0510-1CrossRefPubMed

MacWhinney, B. (2008). Trends in language acquisition research: Enriching CHILDES for morphosyntactic analysis. In H. Beh-rens (Ed.), Corpora in language acquisition research (pp. 165–197). John Benjamins Publishing.CrossRef

Malesa, E., Foss-Feig, J., Yoder, P., Warren, Z., Walden, T., & Stone, W. L. (2013). Predicting language and social outcomes at age 5 for later-born siblings of children with autism spectrum disorders. Autism, 17(5), 558–570. https://doi.org/10.1177/1362361312444628CrossRefPubMed

Mansfield, E. R., & Helms, B. P. (1982). Detecting multicollinearity. The American Statistician, 36(3), 158. https://doi.org/10.2307/2683167CrossRef

Mason, R., Kamps, D., Turcotte, A., Cox, S., Feldmiller, S., & Miller, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(3), 334–344. https://doi.org/10.1016/j.rasd.2013.12.014CrossRefPubMedPubMedCentral

McCrimmon, A., & Rostad, K. (2014). Test review: Autism diagnostic observation schedule, second edition (ADOS-2) manual (Part II): Toddler module. Journal of Psychoeducational Assessment, 32(1), 88–92. https://doi.org/10.1177/0734282913490916CrossRef

McGinty, A. S., & Justice, L. (2006). Classroom-based versus pull-out interventions: A review of the experimental evidence. EBP Briefs, 1(1), 1–25.

Miller, L. E., Dai, Y. G., Fein, D. A., & Robins, D. L. (2021). Characteristics of toddlers with early versus later diagnosis of autism spectrum disorder. Autism, 25(2), 416–428. https://doi.org/10.1177/1362361320959507CrossRefPubMed

Mouga, S., Correia, B. R., Café, C., Duque, F., & Oliveira, G. (2020). Language predictors in autism spectrum disorder: Insights from neurodevelopmental profile in a longitudinal perspective. Research on Child and Adolescent Psychopathology, 48(1), 149–161. https://doi.org/10.1007/s10802-019-00578-7CrossRef

Mullen, E. M. (1995). Mullen scales of early learning. American Guidance Services.

Naigles, L. R., & Chin, I. (2015). Language in children with autism spectrum disorders. In E. L. Bavin & L. R. Naigles (Eds.), The cambridge handbook of child language (pp. 637–658). Cambridge: Cambridge University Press.CrossRef

Naigles, L. R., & Fein, D. (2017). Looking through their eyes: Tracking early language comprehension in ASD. In Innovative investigations of language in autism spectrum disorder. (pp. 49–69). American Psychological Association. https://doi.org/10.1037/15964-004

Paradis, J., Soto-Corominas, A., Chen, X., & Gottardo, A. (2020). How language environment, age, and cognitive capacity support the bilingual development of Syrian refugee children recently arrived in Canada. Applied Psycholinguistics, 41(6), 1255–1281. https://doi.org/10.1017/S014271642000017XCrossRef

Parsons, L., Cordier, R., Munro, N., & Joosten, A. (2019a). A randomized controlled trial of a play-based, peer-mediated pragmatic language intervention for children with autism. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.01960CrossRefPubMedPubMedCentral

Parsons, L., Cordier, R., Munro, N., & Joosten, A. (2019b). A play-based, peer-mediated pragmatic language intervention for school-aged children on the autism spectrum: Predicting who benefits most. Journal of Autism and Developmental Disorders, 49(10), 4219–4231. https://doi.org/10.1007/s10803-019-04137-3CrossRefPubMed

Pecukonis, M., Plesa Skwerer, D., Eggleston, B., Meyer, S., & Tager-Flusberg, H. (2019). Concurrent social communication predictors of expressive language in minimally verbal children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(9), 3767–3785. https://doi.org/10.1007/s10803-019-04089-8CrossRefPubMedPubMedCentral

Perry, A., Cummings, A., Geier, J. D., Freeman, N. L., Hughes, S., Managhan, T., Reitzel, J.-A., & Williams, J. (2011). Predictors of outcome for children receiving intensive behavioral intervention in a large, community-based program. Research in Autism Spectrum Disorders, 5(1), 592–603. https://doi.org/10.1016/j.rasd.2010.07.003CrossRef

Pickett, E., Pullara, O., O’Grady, J., & Gordon, B. (2009). Speech acquisition in older nonverbal individuals with autism: A review of features, methods, and prognosis. Cognitive and Behavioral Neurology, 22(1), 1–21. https://doi.org/10.1097/WNN.0b013e318190d185CrossRefPubMed

Pierce, K., Marinero, S., Hazin, R., McKenna, B., Barnes, C. C., & Malige, A. (2016). Eye tracking reveals abnormal visual preference for geometric images as an early biomarker of an autism spectrum disorder subtype associated with increased symptom severity. Biological Psychiatry, 79(8), 657–666. https://doi.org/10.1016/j.biopsych.2015.03.032CrossRefPubMed

Płatos, M., & Wojaczek, K. (2018). Broadening the scope of peer-mediated intervention for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 48(3), 747–750. https://doi.org/10.1007/s10803-017-3429-1CrossRefPubMed

Presmanes, A. G., Walden, T. A., Stone, W. L., & Yoder, P. J. (2007). Effects of different attentional cues on responding to joint attention in younger siblings of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(1), 133–144. https://doi.org/10.1007/s10803-006-0338-0CrossRefPubMed

Rice, D., & Barone, S. (2000). Critical periods of vulnerability for the developing nervous system: Evidence from humans and animal models. Environmental Health Perspectives, 108(SUPPL. 3), 511–533. https://doi.org/10.1289/ehp.00108s3511CrossRefPubMedPubMedCentral

Rice, M. L., Redmond, S. M., & Hoffman, L. (2006). Mean length of utterance in children with specific language impairment and in younger control children shows concurrent validity and stable and parallel growth trajectories. Journal of Speech, Language, and Hearing ResearchHearing Research, 49, 793–809.CrossRef

Rogers, S. J., Estes, A., Lord, C., Munson, J., Rocha, M., Winter, J., Greenson, J., Colombi, C., Dawson, G., Vismara, L. A., Sugar, C. A., Hellemann, G., Whelan, F., & Talbott, M. (2019). A multisite randomized controlled two-phase trial of the Early Start Denver Model compared to treatment as usual. Journal of the American Academy of Child & Adolescent Psychiatry, 58(9), 853–865. https://doi.org/10.1016/j.jaac.2019.01.004CrossRef

Rogers, S. J., Estes, A., Lord, C., Vismara, L., Winter, J., Fitzpatrick, A., Guo, M., & Dawson, G. (2012). Effects of a brief Early Start Denver Model (ESDM)-based parent intervention on toddlers at risk for autism spectrum disorders: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(10), 1052–1065. https://doi.org/10.1016/j.jaac.2012.08.003CrossRef

Rutter, M. L., LeCouteur, A., & Lord, C. (2003). Autism diagnostic interview, revised. Western Psychological Services.

Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Feldman, J. I., Canihuante, M., & Woynaroski, T. (2020). Intervention effects on language in children with autism: A Project AIM meta-analysis. Journal of Speech, Language, and Hearing Research, 63(5), 1537–1560. https://doi.org/10.1044/2020_JSLHR-19-00167CrossRefPubMedPubMedCentral

Sandbank, M., Chow, J., Bottema-Beutel, K., & Woynaroski, T. (2021). Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change. Autism Research, 14(8), 1536–1542. https://doi.org/10.1002/aur.2527CrossRefPubMedPubMedCentral

Sansosti, F. J., & Sansosti, J. M. (2013). Effective school-based service delivery for students with autism spectrum disorders: Where we are and where we need to go. Psychology in the Schools, 50(3), 229–244. https://doi.org/10.1002/pits.21669CrossRef

Schopler, E., Reichler, J., & Renner, B. (1988). The Childhood Autism Rating Scale (CARS). Western Psychological Services.

Schreibman, L., & Stahmer, A. C. (2014). A randomized trial comparison of the effects of verbal and pictorial naturalistic communication strategies on spoken language for young children with autism. Journal of Autism and Developmental Disorders, 44(5), 1244–1251. https://doi.org/10.1007/s10803-013-1972-yCrossRefPubMedPubMedCentral

Shriberg, L. D., Kwiatkowski, J., & Hoffman, K. (1984). A procedure for phonetic transcription by consensus. Journal of Speech, Language, and Hearing Research., 27, 456–465.CrossRef

Sigman, M., & McGovern, C. W. (2005). Improvement in cognitive and language skills from preschool to adolescence in autism. Journal of Autism and Developmental Disorders, 35(1), 15–23. https://doi.org/10.1007/s10803-004-1027-5CrossRefPubMed

Smith, T., & Iadarola, S. (2015). Evidence base update for autism spectrum disorder. Journal of Clinical Child & Adolescent Psychology, 44(6), 897–922. https://doi.org/10.1080/15374416.2015.1077448CrossRef

Tachibana, Y., Miyazaki, C., Mikami, M., Ota, E., Mori, R., Hwang, Y., Terasaka, A., Kobayashi, E., & Kamio, Y. (2018). Meta-analyses of individual versus group interventions for pre-school children with autism spectrum disorder (ASD). PLoS ONE. https://doi.org/10.1371/journal.pone.0196272CrossRefPubMedPubMedCentral

Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6(6), 468–478. https://doi.org/10.1002/aur.1329CrossRefPubMed

Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Wiley.

Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., Rice, M., Stoel-Gammon, C., Wetherby, A., & Yoder, P. (2009a). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52(3), 643–652. https://doi.org/10.1044/1092-4388(2009/08-0136)CrossRefPubMed

Talbott, M. R., Nelson, C. A., & Tager-Flusberg, H. (2015). Maternal gesture use and language development in infant siblings of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(1), 4–14. https://doi.org/10.1007/s10803-013-1820-0CrossRefPubMedPubMedCentral

Tamis-LeMonda, C. S., Kuchirko, Y., & Song, L. (2014). Why is infant language learning facilitated by parental responsiveness? Current Directions in Psychological Science, 23(2), 121–126. https://doi.org/10.1177/0963721414522813CrossRef

Thurm, A., Lord, C., Lee, L. C., & Newschaffer, C. (2007). Predictors of language acquisition in preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(9), 1721–1734. https://doi.org/10.1007/s10803-006-0300-1CrossRefPubMed

Thurm, A., Manwaring, S. S., Swineford, L., & Farmer, C. (2015). Longitudinal study of symptom severity and language in minimally verbal children with autism. Journal of Child Psychology and Psychiatry and Allied Disciplines, 56(1), 97–104. https://doi.org/10.1111/jcpp.12285CrossRefPubMed

Towle, P. O., Patrick, P. A., Ridgard, T., Pham, S., & Marrus, J. (2020). Is earlier better? The relationship between age when starting early intervention and outcomes for children with autism spectrum disorder: A selective review. Autism Research and Treatment, 2020, 1–17. https://doi.org/10.1155/2020/7605876CrossRef

Venker, C. E., Edwards, J., Saffran, J. R., & Ellis Weismer, S. (2019). Thinking ahead: Incremental language processing is associated with receptive language abilities in preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(3), 1011–1023. https://doi.org/10.1007/s10803-018-3778-4CrossRefPubMedPubMedCentral

Ventola, P., Friedman, H. E., Anderson, L. C., Wolf, J. M., Oosting, D., Foss-Feig, J., McDonald, N., Volkmar, F., & Pelphrey, K. A. (2014). Improvements in social and adaptive functioning following short-duration PRT program: A clinical replication. Journal of Autism and Developmental Disorders, 44(11), 2862–2870. https://doi.org/10.1007/s10803-014-2145-3CrossRefPubMed

Virues-Ortega, J., Rodríguez, V., & Yua, C. T. (2013). Prediction of treatment outcomes and longitudinal analysis in children with autism undergoing intensive behavioral intervention. International Journal of Clinical and Health Psychology, 13(2), 91–100. https://doi.org/10.1016/S1697-2600(13)70012-7CrossRef

Vivanti, G., & Dissanayake, C. (2016). Outcome for children receiving the Early Start Denver Model before and after 48 months. Journal of Autism and Developmental Disorders, 46(7), 2441–2449. https://doi.org/10.1007/s10803-016-2777-6CrossRefPubMed

Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45(4), 1070–1083. https://doi.org/10.1007/s10803-014-2264-xCrossRefPubMed

Wetherby, A. M., & Prizant, B. M. (1993). Communication and symbolic behavior scales. Applied Symbolix.

Weyandt, L. L., Clarkin, C. M., Holding, E. Z., May, S. E., Marraccini, M. E., Gudmundsdottir, B. G., Shepard, E., & Thompson, L. (2020). Neuroplasticity in children and adolescents in response to treatment intervention: A systematic review of the literature. Clinical and Translational Neuroscience. https://doi.org/10.1177/2514183x20974231CrossRef

Wiig, E. H., Secord, W. A., & Semel, E. (2020). Clinical evaluation of language fundamentals preschool-3 (CELF-P3). Pearson.

Wittke, K., Mastergeorge, A. M., Ozonoff, S., Rogers, S. J., & Naigles, L. R. (2017). Grammatical language impairment in autism spectrum disorder: Exploring language phenotypes beyond standardized testing. Frontiers in Psychology, 8, 1–12. https://doi.org/10.3389/fpsyg.2017.00532CrossRef

Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-zCrossRefPubMed

Yirmiya, N., & Charman, T. (2010). The prodrome of autism: Early behavioral and biological signs, regression, peri- and post-natal development and genetics. Journal of Child Psychology and Psychiatry, 51(4), 432–458. https://doi.org/10.1111/j.1469-7610.2010.02214.xCrossRefPubMed

Yoder, P. J., Molfese, D., & Gardner, E. (2011). Initial mean length of utterance predicts the relative efficacy of two grammatical treatments in preschoolers with specific language impairment. Journal of Speech, Language, and Hearing Research, 54(4), 1170–1181. https://doi.org/10.1044/1092-4388(2010/09-0246)CrossRefPubMed

Young, G. S., Rogers, S. J., Hutman, T., Rozga, A., Sigman, M., & Ozonoff, S. (2011). Imitation from 12 to 24 months in autism and typical development: A longitudinal Rasch analysis. Developmental Psychology, 47(6), 1565–1578. https://doi.org/10.1037/a0025418CrossRefPubMedPubMedCentral

Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2011). Preschool language scales, Fifth Edition (PLS-5). Pearson.

Titel: Predicting Language in Children with ASD Using Spontaneous Language Samples and Standardized Measures
Auteurs: Rebecca P. Thomas
Kacie Wittke
Jessica Blume
Ann M. Mastergeorge
Letitia Naigles
Publicatiedatum: 05-08-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2023
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-022-05691-z

Andere artikelen Uitgave 10/2023

Child Behavior Problems and Parenting Stress in Underserved Families of Children with ASD: Investigation of Family Resources and Parenting Self-efficacy

Original Paper

Epidemiological Screening for the Risk of Mental, Behavioral and Developmental Disorders, Including Autism, in Early Childhood: Data for Russia 2017–2019

Brief Report

Parent Implementation of DTT Following Telehealth Instruction

Original Paper

Structural Connectivity and Emotion Recognition Impairment in Children and Adolescents with Chromosome 22q11.2 Deletion Syndrome

Original Paper

School Social Capital Mediates Associations Between ASD Traits and Depression Among Adolescents in General Population

Open Access
Original Paper

Differential Maturation of Auditory Cortex Activity in Young Children with Autism and Typical Development

S:I: .Developmental Approach and Targeted Treatment of Sensory Alterations