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Gepubliceerd in: Journal of Autism and Developmental Disorders 9/2013

01-09-2013 | Original Paper

Profound Expressive Language Impairment in Low Functioning Children with Autism: An Investigation of Syntactic Awareness Using a Computerised Learning Task

Auteurs: Maggie McGonigle-Chalmers, Ben Alderson-Day, Joanna Fleming, Karl Monsen

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2013

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Abstract

Nine low-functioning children with profound expressive language impairment and autism were studied in terms of their responsiveness to a computer-based learning program designed to assess syntactic awareness. The children learned to touch words on a screen in the correct sequence in order to see a corresponding animation, such as ‘monkey flies’. The game progressed in levels from 2 to 4 word sequences, contingent upon success at each stage. Although performance was highly variable across participants, a detailed review of their learning profiles suggested that no child lacked syntactic awareness and that elementary syntactic control in a non-speech domain was superior to that manifest in their spoken language. The reasons for production failures at the level of speech in children with autism are discussed.
Voetnoten
1
It is recognised that this term can sometimes refer to severe symptomatology rather than IQ.
 
2
Programming carried out by Karl Monsen.
 
3
Macromedia was recently acquired by Adobe. However, version 5 was released under the name Macromedia.
 
4
Note that, for this reason, the lines plotted don’t always appear to denote a terminal performance at each level of 8/10.
 
5
Prior to this, differences in RT sequences between similar levels were compared for each participant individually. No participant showed consistent RT differences between pairs of similar levels, supporting the combination of data across levels.
 
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Metagegevens
Titel
Profound Expressive Language Impairment in Low Functioning Children with Autism: An Investigation of Syntactic Awareness Using a Computerised Learning Task
Auteurs
Maggie McGonigle-Chalmers
Ben Alderson-Day
Joanna Fleming
Karl Monsen
Publicatiedatum
01-09-2013
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-012-1753-z