Дисертації: "Autistic children Victoria Language"

1

Faust, Wendy. "Parent-child reminiscing : relationships between parent elaborations, emotion talk and memory contributions of children with Autism Spectrum Disorder : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Science in Psychology /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1139.

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2

Mackintosh, Emily. "Mind your language : the impact of maternal mental state language on theory of mind in children with autistic spectrum disorder and typically developing children /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16865.pdf.

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3

Tam, Siu-ling, and 譚小玲. "Language behaviour in Hong Kong children with autistic disorder." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45151994.

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4

Fung, Chi-yuen Eddie. "The effectiveness of computer assisted instruction and teacher assisted instruction for teaching English words to mentally handicapped children with Autism." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22329997.

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5

Manookin, Michael B. "A Formal Semantic Analysis of Autistic Language: The Quantification Hypothesis." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd470.pdf.

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6

Welburn, Barbara. "Language development among autistic children in integrated and special education settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63997.pdf.

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7

Lam, Yan Grace. "The relationship of pragmatic language deficits and cognitive impairments in high-functioning autism." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895700.

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8

Hille, Katrina J. "Investigating the effects on parallel play between siblings: Teaching children with autism to emit social phrases to their typically developing sibling." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc28370/.

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The focus of this study was three fold. First, modeling and feedback were investigated as a training package for social interactions between siblings. Second, the effects of social phrases taught to the sibling with autism were investigated. Third, the magnitude of these social phrases was measured by timing duration of parallel play. The experimental design is an A-B-A1-A2 design conducted in a clinic, with a probe for generalization in the home environment. This intervention was replicated across an additional sibling dyad to indicate its effectiveness. This study ascertained that the sibling with autism was a viable participant in learning new social skills that could function as a behavioral cusp and increase sibling interactions.

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9

Seah, Ping P. "Increasing eye contact and appropriate verbalizations of young children with autistic characteristics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/916.

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Social skills have been widely regarded by researchers and educators to be crucial to successful school performances as well as an individual's overall social functioning. The need to be competent in social skills increases for children with autism or autistic characteristics. A teaching strategy was modelled and taught to increase appropriate verbal and nonverbal responses of the participants through sociodramatic play with the researcher and trained peers. Hats and toys belonging to various occupations were used as training material. The two dependent variables measured were the number of appropriate verbalizations and total length of eye contact time given by each participant within each 2 minute session of role-play activities. The individual studies in this research were based on a single-subject A-B-C-D-E-A experimental research design with a follow-up period. A was the baseline, and B, C, D and E were the intervention conditions. The participants were three boys aged between 5 to 7 years old who met the DSM-IV diagnostic criteria for autism. Their IQ scores ranged from 110 to 117 and are considered by child psychologists and therapists to be high functioning autistic children with deficits in social communication and interaction skills.

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10

Pérez, Pereira Miguel. "The language in blind children and the question about autistic-Iike features." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100350.

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Hobson et al. (Brown, Hobson. Lee y Stevenson, 1997; Hobson, Brown, Minter y Lee, 1997)ha ve updated the issue of the similarities between autism and congenital blindness. In the pre sent paper the empirical evidence in favor of the existence of autistic-lik features in the lan guage of blind children is reviewed. and new data from the author's research, are offered. The following topics are examined: (a) The use of personal pronouns, (b) the use of imitations and formulaic speech, (e) the egocentric use of speech, and (d) the capacity for iniciating conver sations and for conversational contingency. The analysis puts into question the similarity bet ween blind children and autistic children, and seems to disconfirm Hobson 's theory.
Hobson et al. (Brown, Hobson. Lee y Stevenson, 1997; Hobson, Brown, Minter y Lee, 1997) han investigado la similitud entre el autismo y la ceguera congénita. En este artículo se revisa la evidencia empírica a favor de la existencia de rasgos autistas en el lenguaje de los niños ciegos de nacimiento, a la vez que se aportan nuevos datos de investigaciones del autor. Se centra el interés en (a) el uso de los pronombres personales, (b) el uso de imitaciones y habla formuláica, (c) el uso egocéntrico del lenguaje, y (d) la capacidad de iniciar conversaciones y de contingencia conversacional. El análisis pone en cuestión la supuesta similitud entre los niños ciegos y los autistas, además parece refutar la teoría de Hobson.

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11

Lam, Yan Grace, and 林茵. "The relationship of pragmatic language deficits and cognitive impairments in high-functioning autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B43895700.

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12

Paladino, JoDe Berk Laura E. "Private speech in children with autism developmental course and functional utility /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398691&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181312973&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Laura E. Berk (chair), Karla Doepke, Stacey Jones Bock, Dawn McBride. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.

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13

Ingersoll, Brooke Renee. "Teaching children with autism to imitate using a naturalistic treatment approach : effects on imitation, language, play, and social behaviors /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3076342.

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14

Ruiz, Julio. "Transfer of Mand-to-Tact and Tact-to-Mand Topographies in Two Vocal-Verbal Children with Autism: A Replication and Extension Study." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9830/.

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Skinner (1957) suggested that different verbal operants are acquired independently of each other and establishing a verbal operant as a mand will not necessarily result in the appearance of a tact having the same response form and vice versa. Recent empirical research has found that newly acquired mands and tacts can be transferred to different relations without direct training. The present study investigated 1) how verbal responses taught as pure mands affect untrained tact relations; 2) how verbal responses taught as pure tacts affect untrained mand relations; 3) how the size of mand and tact repertoires relate to speed of acquisition of new mands and tacts; and 4) how size of entering repertoires affect the transfer of mand topographies to tacts and vice versa. Two vocal-verbal children with autism were taught three novel responses as mands and three other responses as tacts. Mand topographies transferred to tact relations and tact topographies transferred to mand relations for both participants. Overall acquisition as well as transfer of mands and tacts was faster for the participant with a higher entering repertoire.

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15

Violette, Joseph Daniel 1957. "Effects of interlocutor directiveness and lexical familiarity on an autistic child's immediate echolalia." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276578.

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This study of one echolalic boy with autism assessed the effects of interlocutor directiveness (high and low) and knowledge of the lexical items (known and unknown) on the frequency of occurrence of immediate verbal imitations (IVIs). The occurrence of IVIs produced in response to the condition in which unknown items were presented with a high directive style differed significantly (p < .05) from the occurrence of IVIs produced in response to the other conditions. This finding suggests that previous studies attributing increases in IVIs solely to either linguistic or social variables did not account for interaction effects. A visual display of the data indicated that the first presentation of a lexical item accounted for most of the increases in IVIs relative to subsequent presentations of the same item. This observation is in line with the interpretation of Leonard, Schwartz, Folger, Newhoff, & Wilcox, (1979), that normal children imitate the most "informative" items.

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16

Lindsay, Clarissa C. "Early intervention to improve later speech and language trajectories in young autistic children." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1180.

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The pivotal role of joint attention as a preverbal indicator of childhood autism and as a precursor for later language, play, and social development has been noted by many researchers. Despite the wide and varied literature highlighting the importance of joint attention deficits in young autistic children and calling for intervention approaches, only a small number of intervention studies exist. Few of these studies specifically target joint attention skills. Moreover, the small numbers of studies which directly teach joint attention do not provide sufficient detail to enable replication of the research. Clear objectives and rationales for the treatment are missing and often language is not considered as an outcome variable.The proposed research is an attempt to address this problem, and hence explored the impact of systematically promoting joint attention abilities in verbal autistic preschool children to improve later speech and language trajectories. The intervention sessions were explained by providing information on the general approach during intervention and specific sample tasks. Objectives of the intervention followed developmental trajectories of typically developing children and were clarified by providing rationales. A single subject multiple-baseline design across participants was implemented to evaluate intervention effects on four autistic children. It involved measurements taken from videos of each session of the intervention (coding of joint attention) and outcome variables (coding of language). In addition, there were quantitative measures completed with each child at pre-intervention, post-intervention and follow up stages. These involved an Autism Rating Scale and a battery of language measures. The proposed research had the potential to provide a framework for future research relating to specific intervention programs designed to develop joint attention and language skills in autistic children.

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17

Whalen, Christina. "Joint attention training for children with autism and the collateral effects on language, play, imitation, and social behaviors /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p9995991.

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18

Taylor, Kelly M. Heilmann John. "The effects of Social Stories on language and social appropriateness in children with autism spectrum disorders." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/1869.

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Thesis (M.S.)--East Carolina University, 2009.
Advisor: John Heilmann. Title from PDF t.p. (viewed July 1, 2010). Presented to the faculty of the Department of Communication Sciences and Disorders. Includes bibliographical references.

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19

Geils, Catherine. "In conversation with Barney: a critical discourse analysis of interaction between a child with autism and his co-participants." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002489.

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My study arose in the context of an intervention programme aimed at the development of a child with autism’s communication and social interaction skills. The approach I take is a social constructionist one in which language is considered to be constructive and constitutive of social and psychological reality. This orientation challenges the assumptions of a western psychiatric approach that emphasizes the impairment and deficits associated with autism. The participants of the study are a 6-year-old boy diagnosed with Pervasive Developmental Disorder (Autistic Spectrum), and his mother, father, sister and a volunteer on the intervention programme. The discourse analytic method of conversation analysis is employed as a means of elucidating the collaborative mechanisms employed by both the child and his co-participants in making sense of one another. The specific aims of the study are to closely examine the communicative behaviour and interactive styles of the child and his coparticipants, their implications for communicative success (co-ordinated interaction) or breakdown (discordant interaction), and the implications for how the child is positioned within the discourse in relation to his co-participants. My constructions of the data suggested that a playful, activity-based interactive style constituted by non-verbal turns, affection and short, simple utterances enhance mutual participation and the accomplishment of co-ordinated interaction. Barney’s co-participants sometimes tend to dominate interaction and frequently employ a strategy of repetitive questioning, which functions to direct and constrain the interaction and results in the child’s withdrawal and discordant interaction. This tendency to withdraw, however, seems to function as a means by which the child is able to actively resist positioning by others, and thus constitutes himself in a position of greater power. Furthermore, his use of the pronoun ‘I’ and collaborative negotiation of the words yours and mine suggest the active co-construction and positioning of himself as a separate person in relation to his co-participants. This research informs intervention efforts and encourages the co-participants to reflect on how interaction is co-constructed between themselves and the child.

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20

Green, Stephen James. "A study of the application of microcomputers to aid language development in children with autism and related communication problems." Thesis, University of Sunderland, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.232892.

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21

Nollet, Megan D. "A systematic investigation of picture exchange and sign language for the acquisition of mands in young children with autism /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1455653.

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Thesis (M.A.)--University of Nevada, Reno, 2008.
"May 2008." Includes bibliographical references (leaves 20-22). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

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22

Reid, Linda A. M. "Early interaction : a description of conversational turntaking in an atypical child and a group of typical children during bookreading." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26906.

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This study explores similarities and differences in turntaking structures in the discourse of a group of typical children and one atypical child. Nineteen normally developing pre-school children and one atypical child were videotaped reading books with their parents. Each of the nineteen parent/child dyads were videotaped at the child's pre-school, and the atypical child (Ben) was videotaped at school both with a trained educator and with his mother. Analyses of the resulting videotapes yielded categorical data on types and structures of turntaking. The utterances of the typical children appeared most often in the category of response. This finding also applied to Ben when he was interacting with his teacher, although when Ben was interacting with his mother the majority of his utterances appeared in the category of imitation. Parents of the typical children used primarily responses, mands and turnabouts. The greatest difference between Ben's mother and the other parents is found in the categories of response and mand which were lower in the case of Ben's mother. It appears that conversational turntaking in a language delayed child is different from the pattern of conversational turntaking in a group of typical children. If indeed the This study explores similarities and differences in turntaking structures in the discourse of a group of typical children and one atypical child. Nineteen normally developing pre-school children and one atypical child were videotaped reading books with their parents. Each of the nineteen parent/child dyads were videotaped at the child's pre-school, and the atypical child (Ben) was videotaped at school both with a trained educator and with his mother. Analyses of the resulting videotapes yielded categorical data on types and structures of turntaking. The utterances of the typical children appeared most often in the category of response. This finding also applied to Ben when he was interacting with his teacher, although when Ben was interacting with his mother the majority of his utterances appeared in the category of imitation. Parents of the typical children used primarily responses, mands and turnabouts. The greatest difference between Ben's mother and the other parents is found in the categories of response and mand which were lower in the case of Ben's mother. It appears that conversational turntaking in a language delayed child is different from the pattern of conversational turntaking in a group of typical children. If indeed the difficulty lies with interaction, or turntaking skills, this may have significant implications for approaches to remediation used with children who are identified as autistic or severely learning disabled.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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23

Kim, Ui-jung. "The effects of milieu teaching procedures on the spoken language skills of children with autism /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992835.

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24

Schooley, Kathryne Balch. "Shaping: From art to science." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4803/.

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This study evaluated the effectiveness of a procedure for teaching a caregiver to shape vocal language in a young child with autism. A multiple baseline design was employed to assess caregiver use of shaping procedures, child vocal language progress, and the social validity of the procedures. Following baseline and introductory sessions, the coach and caregiver reviewed video from the previous session and the coach gave descriptive feedback to the caregiver about her performance. Following the review of the videotaped segment, procedures to increase skills were selected and practiced. Rates of responsive opportunity arrangement, model presentation, responsive model delivery, and responsive event delivery, as well as the child's rate of requests, vocalizations, diversity of vocalizations, and social validity were measured. Data suggested that the procedures effectively taught the skill of shaping to a caregiver, which in turn seemed to produce increases in the child's vocal responding.

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25

Dawson, Elsa Jayne. "Current Assessment and Treatment Practices for Children with Autism and Suspected Childhood Apraxia of Speech: A Survey of Speech-Language Pathologists." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/29.

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Purpose: The occurrence of similar speech and non-speech behaviors in some children with autism and Childhood Apraxia of Speech (CAS) calls for the consideration of CAS in some children with autism. The majority of research on CAS has been conducted with children who are otherwise typically developing. The purpose of this study was to determine whether and to what extent children with autism are being diagnosed with or suspected to have CAS as well as what assessment and treatment methods are currently being used with these children. Method: A nationwide survey of speech-language pathologists (SLPs) working with children ages 0-6 years was distributed through snowball sampling, e-mail distribution lists and Facebook discussion pages. The survey requested information on numbers of children served with autism and suspected CAS as well as the criteria used to identify CAS in children with autism and the treatment methods being used in intervention. Results: 132 surveys were received and analyzed. SLPs from across the United States participated in the study. The mean number of children with autism currently served per participant was 6 children and the mean number of children with autism and suspected CAS per participant was 1. Participants reported suspected CAS in 16% of children with autism. SLPs working in the field the longest and those serving more total children with autism were suspecting CAS in children with autism more often than other participants. Of the total participants, 80% indicated that they would begin assessment for CAS in a child with autism as soon as they notice specific signs of CAS. The most common markers used were difficulty combining and sequencing phonemes and inconsistent production of speech sounds. Participants reported using a wide range of assessment tools to assess for CAS in a child with autism. Participants tended to rely upon informal assessment measures for this population; the most common assessment tool was a connected speech sample. The most commonly used intervention technique with this population was AAC; participants also reported high familiarity with PROMPT as a treatment for CAS. The least commonly used intervention technique was integral stimulation; 62% of the participants indicated that they have no knowledge of the technique. Conclusion: Results revealed that on average, SLPs are suspecting CAS in approximately 1 in 5 children with autism but much fewer children with autism have a second diagnosis of CAS. The decision of when to assess a child with autism for CAS as well as the assessment tools used varied greatly across participants. Participants reported using up to 22 different diagnostic markers to identify CAS in a child with autism. It was also discovered that not all of the traditional diagnostic markers for CAS should necessarily be considered diagnostic markers of CAS in a child with autism (e.g. suprasegmental abnormalities). With no scientific research to date regarding treatment efficacy for the treatment of CAS in children with autism, SLPs are forced to rely on anecdotal data when selecting a treatment to target CAS in a child with autism; SLPs may not be using the most effective treatment methods for this population. Results of the study support continued investigation of CAS in children with autism. There is a strong need for the development of clear diagnostic guidelines for CAS in a child with autism as well as reliable assessment tools that should be used. Further studies are needed to identify the most effective treatment approach for children with CAS and autism and how an SLP should incorporate that treatment into an overall comprehensive treatment approach for autism.

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26

Terry, Callie A. "Teaching Children with Autism to Vocally Mand for Others to Perform an Action." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822802/.

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Mand training is a very logical and natural procedure to begin teaching communication skills to individuals with autism. Existing research has documented strategies for teaching children with autism to mand for preferred items, although there are fewer high quality studies on teaching children to mand for other people to perform an action. In addition to improving the general mand repertoire, teaching children to mand for others to perform an action is important because it allows children with autism to communicate ways in which another person could improve their environment by performing a simple action. The purpose of this study was to document a functional relation between mand training and acquisition and generalization of unprompted mands for another person to perform an action. Using a multiple-baseline design across participants, four children with autism were taught to mand for an adult to perform a variety of actions (e.g., to open a container so the child could obtain a preferred item). Results showed that the intervention produced an increase in unprompted mands for actions for all participants. Additionally, all participants demonstrated unprompted mands at or above mastery criteria during all generalization sessions in a different setting and different interventionist. The magnitude of effect was also large for all participants. This study extends the research on mand training by demonstrating a procedure that can be used to teach children with autism specific mands for actions. Additionally, this study will contribute to a body of strong and adequate studies that will eventually lead to mand training being considered an evidence-based practice.

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27

Murphy, Corinne Marie. "The comparative effects of simple and complex instructional language on the acquisition and generalization of receptive language tasks by children with autism." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154454397.

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28

Whitehouse, Andrew. "Atypical information processing in children with autism : links with inner speech deficit." University of Western Australia. School of Psychology, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0025.

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[Truncted abstract] A number of studies have provided evidence that individuals with autism have poor semantic processing of verbal information, instead gaining greater meaning from pictorial information. The aims of this thesis were, to firstly, investigate the verbal and pictorial encoding abilities of children with autism, and secondly, to determine the extent to which limitations in the use of inner speech may drive any encoding differences. The first study investigated the notion that children with autism have an atypical verbal processing style, showing poor semantic but enhanced phonological encoding of verbal stimuli. The experiment compared the performance of children with autism and ability-matched controls (N = 20 in each group) on a novel explicit verbal recall task that contained 20 word stimuli. Recall performance could be benefited through, in one condition, an understanding of the semantic links between the stimuli, and in another condition, an understanding of the phonological similarities between the stimuli. The design of the recall task controlled for the possibility that children with autism have poor retrieval strategies (by providing either a semantic or phonological retrieval cue) and hence maximized the likelihood that any between-groups differences in performance would be related to problems at the encoding stage. There was no difference between the two groups. Follow up comparisons revealed that the performance of the autism group was consistent with that of typically developing children of the same chronological age. The idea that individuals with autism have increased facility for processing pictorial information (Kamio & Toichi, 2000) was then investigated.

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29

Hubbard, Amy L. "Giving speech a hand fMRI of co-speech beat gesture processing in adult native English speakers, Japanese English as a second language speakers, typically-developing children, and children with autism spectrum disorder /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1779835541&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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30

Kung, Chung-yan, and 龔頌欣. "Children with autism: central coherence and pragmatic communication skills." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4357189X.

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31

Macias, Heather A. "The Effects of an Instructional Package on the Emergence of Novel Intraverbals in Children with Autism." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404601/.

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We evaluated the effects of an instructional package on the emergence of novel intraverbals in children diagnosed with autism. Participants were two boys with a diagnosis of autism who had tact and listener repertoires for common objects and events, some intraverbal responses, and showed an ability to learn new intraverbal responses through direct instruction prior to participating in the study. Tact training, listener training, sorting training, and mixed training (listener and tact training) were conducted with each participant, with a probe to test for emergent intraverbals following each training step. If some emergence was seen during a probe following a training step, probes were conducted with the remaining sets to test for emergence in those sets as well. Multiple-exemplar training was conducted following the training steps if all targets within a set did not meet the criterion for emergence during probes. Results showed that for one participant, all four training steps, in addition to multiple-exemplar training, were needed to see emergence in all targets during probes for two sets, with the last two sets requiring only tact training before all targets had emerged during probes. The second participant required only tact training during three sets, with listener training required for one target in one set before all targets in all sets emerged during probes.

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32

Shively, Jane M. "The Effects of a Remote Control Tactile Feedback System on Conversation Skills in Children with Autism." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4390/.

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A few studies have examined the effects of a remote control tactile device (RCT) as an unobtrusive prompting method used to promote skills such as verbal initiations and play behaviors in children with autism. To date, however, no published studies have investigated the effects of the RCT as a consequence to increase and maintain conversation skills. This study was designed to determine whether the RCT, in conjunction with common training techniques (i.e. roleplays, visual feedback, and sibling coaching), could be used as a discrete and unobtrusive feedback system to promote conversation skills in high functioning children with autism. Results found that the RCT and training packages were effective in initially increasing rates of target responses. The effects however, did not always maintain with a return to baseline. Programming "naturally" maintaining communities of reinforcement was found to be a critical factor in the maintenance of the conversational responses.

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33

Rotrueangrit, Duangtida. "Bedtime storybook reading as Language and Social Interaction Intervention for Children with Autism : A study from Bangkok on parents´ assessment of their autistic children´s development." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-524.

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The purpose of this intervention study was to test the possibility and ability of using story book reading as intervention for children with autism by comparing the development outcome of children with autism with and with out using story book reading as language and social interaction intervention. This study is based on the hypothesis that storybook reading can develop the language and social interaction of children with autism.

Method: The Autism Treatment Evaluation Checklist (ATEC) was used to assess 10 children with autism who have the same level of severity and join the same special classroom in Yuwaprasart Waithayopatum Child Psychiatric Hospital Patron: HRH Princess Galayani Vadhana as pre and post intervention assessment. The result from ATEC was compared to find the answer for the research question, the data from the interviews with parents of children with autism were categorized as regards the score on language and social interaction development and several variables were also taken into account.

Result: The result revealed better development outcome in the children with autism who joined the intervention, but the period of reading didn’t show any relation with the quality of development outcome. The story in the storybook play important role in the intervention because children participant paid attention only on the storybook which matched with their interest. The social interaction of participants in the intervention group was significantly developed, they all had better social interaction with their parents (adult participants) and also others such as sibling, but this also did not relate to the amounting of time they had read storybooks with their parents.

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34

Anderson, Aimee E. "Augmentative communication and autism : a comparison of sign language and the picture exchange communication system /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3027052.

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35

Scarbro-McLaury, Jill. "The Effects of Sign Language on the Vocal Responses of a Child with Autism." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4485/.

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Sign language is an effective form of alternative communication for persons with autism and other developmental disabilities. Only a few studies have systematically measured the effects of sign language on the vocal responses of its users. This study employed a multiple baseline design to evaluate the effects of sign language on the vocal responses of a four-year-old boy with autism. Results indicate that a reinforcement contingency placed only on sign responses is inadequate for maintaining vocal responses. When a reinforcement contingency is placed on sign responses as well as vocal responses that the user is capable of emitting in verbal imitation, both sign and vocal responses are maintained. Results are discussed in terms of the need for a reinforcement contingency placed on vocal and sign responses, the effects of teaching procedures on response variability, and the need for future research to examine procedures utilized to teach sign language to persons within the developmental disabilities population.

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36

Fung, Chi-yuen Eddie, and 馮志遠. "The effectiveness of computer assisted instruction and teacher assisted instruction for teaching English words to mentallyhandicapped children with Autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961605.

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37

Haray, Aimee H. "Effects of Picture Exchange Training on Communication Topographies." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9849/.

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The Picture Exchange Communication System (PECS) has been used with children with autism and other developmental disabilities as an alternative to vocal communication. Some researchers have reported rapid acquisition of picture-exchange requesting as well as increased vocal speech and increased spontaneous social interactions following PECS training. Earlier research has found that although 3 children with autism learned to exchange pictures for preferred items during PECS training, requesting topographies did not change and vocal speech did not increase after PECS training. The present study evaluated the effects of PECS training on requesting topographies, especially vocal speech, with 3 participants with autism and mental retardation. Only one participant maintained picture-exchange requesting, and none of the participants showed an increase in vocal speech during probe sessions conducted after each PECS training phase.

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38

Shedden, Cathryn L. "School Speech & Language Services for Children with Autism Spectrum Disorder: An Analysis of Parent Perspectives on Therapy Options, IEP Meetings & Speech-Language Pathologists." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1176840909.

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39

Correia, Rosângela de Faria. "A clínica do autismo e o objeto voz: uma leitura psicanalítica." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21439.

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Анотація:

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This dissertation aims to do a reflection, from the clinical-institutional experience, together with a children diagnosed with autism. The crucial point of this study is about the clinical enigma, caused during the meeting with the patient, especially about difficults in language acquisition and absence of voice. In the autisms we can identify phenomena that reveal a difficult for the children to occupy the enunciation place, resulting a position of segregation. This way, considering the relation between the children with their objects, and more specifically with voice object, this research looks for presenting a clinical-theoric reading, articulating the concepts of subjective constitution, body constitution and establishment of pulsional circuits, emphasizing the importance of the voice as an object connected to the desire
A presente dissertação tem como objetivo fazer uma reflexão a partir da experiência clínica-institucional junto a uma criança com o diagnóstico de autismo. O eixo fundamental desse estudo passa pelo enigma clínico provocado durante os encontros com o paciente, especialmente sobre as dificuldades de aquisição da linguagem e a ausência da voz. Nos autismos, é possível identificar fenômenos que marcam um impedimento da criança em ocupar o lugar de enunciação, o que a coloca, muitas vezes, em uma posição de segregação. Dessa forma, considerando a relação da criança com seus objetos, e, mais especificamente, o objeto voz, essa pesquisa pretende apresentar uma leitura teórico-clínica, articulando os conceitos de constituição subjetiva, constituição do corpo e o estabelecimento dos circuitos pulsionais, enfatizando a importância da voz como objeto vinculado ao desejo

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40

Nicolosi, Cheryl Ann. "The effects of music on communication and behavior in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3107.

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The research demonstrates that music therapy is an effective tool in the area of communication and behavior with children with autism and children with other learning disabilities. The hypothesis of this thesis predicted that music would enhance communication and decrease inappropriate behaviors. Qualitative data were gathered from interviews with music therapists and observations of students diagnosed with autism and other disabilities including attention deficit disorder, cerebral palsy, Down's syndrome, and other levels of mental retardation. Results supported the hypothesis and also supported the research in the literature that music lowered the anxiety levels in all individuals, resulting in increased learning.

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41

Cranmer, Elizabeth. "The Effects of PECS Training on Symbolic Matching Skills in Learners with Autism." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10997/.

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This study evaluated whether picture exchange communication system (PECS) training would result in the development of conditional relations among corresponding pictures, objects (reinforcers) and spoken words used in PECS training with learners with developmental disabilities. Three participants with autism and mental retardation were trained to use PECS. Match-to-sample procedures were used to assess all possible conditional relations among stimuli before, during, and after PECS training. None of the three participants in this study acquired conditional discriminations involving the pictures, reinforcers, and spoken words used in their PECS training.

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42

Lima, Andréa Novaes Ferraz de. "Recursos lingüísticos e paralingüísticos na clínica fonoaudiológica do autismo." Universidade Católica de Pernambuco, 2007. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=137.

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Nos dias atuais, a clínica fonoaudiológica brasileira, com pacientes autistas, ainda permanece impregnada do uso de procedimentos corretivos/normativos, visando fundamentalmente à comunicação. Assumindo um afastamento dessa percepção objetivista, segmentada e comportamentalista, e adotando uma concepção mais subjetiva (onde se valoriza o particular) de linguagem como forma de ação e do jogo interacional como uma construção conjunta da significação, investigou-se, nesse estudo o papel dos recursos lingüísticos verbais, prosódicos e paralingüísticos na construção da linguagem da criança autista, na clínica fonoaudiológica. Especificamente, esta pesquisa teve como objetivo investigar o papel dos aspectos lingüísticos verbais (marcadores conversacionais basicamente interacionais e seqüenciadores), lingüísticos prosódicos (alongamentos vocálicos, entonações, alterações no ritmo, alterações na altura vocal) e paralingüísticos (a cinésica, a tacêsica, a proxêmica, a correção, o parafraseamento, a repetição, a pausa, a hesitação, a interrupção e o silêncio) na construção da linguagem da criança autista. Verificou-se, também, como objetivos específicos, a incidência do uso de elementos lingüísticos verbais, lingüísticos prosódicos e paralingüísticos na relação fonoaudiólogo/criança autista na prática fonoaudiológica. Os participantes do estudo foram duas fonoaudiólogas e seus pacientes, de 08 e 12 anos, com diagnóstico de autismo, caracterizados nesse estudo como díade 1 e 2. A coleta de dados foi feita semanalmente, através de gravações de vídeo dos atendimentos fonoaudiológicos. Os dados foram interpretados com base na transcrição das gravações de vídeo, e nos recortes discursivos, como propostos pela Análise da Conversação. Os resultados mostraram o papel desempenhado pelos recursos lingüísticos verbais, prosódicos e paralingüísticos nas interações dialogadas, tanto nos turnos das terapeutas como nos turnos dos sujeitos. Observou-se um equilíbrio na utilização dos recursos pesquisados nos turnos das terapeutas e um desequilíbrio, como maior prevalência de utilização dos recursos paralingüísticos nos turnos dos sujeitos. De forma complementar, verificou-se a ocorrência de ecolalias nos turnos das crianças. Tendo em vista sua semelhança com as repetições, recurso fundamental na elaboração do texto falado, recorreu-se à observação minuciosa das gravações de vídeo, no intuito de se estabelecer uma diferenciação entre tais recursos. Percebeu-se que, nas crianças autistas pesquisadas, a diferenciação entre a repetição e a ecolalia centrava-se em três características nas emissões ecolálicas: ausência de contato visual, atividade motora constante e reprodução fiel de recursos como alongamento vocálico, entonação e alteração de tom. Como conclusão, percebeu-se que os recursos lingüísticos verbais e prosódicos desempenharam o papel de articular os segmentos do discurso, destacar aspectos importantes do texto falado, facilitar a compreensão, orientar o interlocutor durante a interação, traduzir o estado emocional dos interactantes e facilitar o acesso ao significado do discurso. Os recursos paralingüísticos operaram no processamento do texto falado, na organização do pensamento dos interactantes, na delimitação dos tópicos, na ênfase, e chamaram a atenção de forma decisiva na manutenção da interação. Destaca-se, ainda, que a utilização equilibrada dos recursos estudados, como observada nos turnos das terapeutas, permitiu uma melhor formulação do texto falado. Constatou-se, também, que, diante do imediatismo da interação face a face, é extremamente difícil estabelecer a diferença entre a ecolalia e a repetição, sugerindo, portanto, que ambas devam ser significadas no processo terapêutico, permitindo ao seu usuário maiores possibilidades discursivas
Nowadays, the brazilian speech therapy clinic, with autistics, is still dominated by the use of corrective and normative procedures, aiming at communication basically. Moving away from the positivisms point of view and adopting the subjectivism ideas (that values the particular), beyond the language conception as a mean of action and the dialogic game as a joint construction of meanings, this research investigated the role of the verbal-linguistic resources, prosodics and paralinguistics in the construction of the autistic child language, in the speech therapy clinic. Specifically, this study had the objective of searching the conversation marks basically the interactionals and the catenation ones, the vowels prolongations, intonations, rhythm and vocal pitches alterations, the cinesic, the tacesic, the prosemic, the correction, the paraphrasing, the repetition, the pause, the hesitation, the interruption and the silence. It was also verified the incidence of these resources en the relation between the autistic child and the speech therapist. The participants of the study were two speech therapists and their patients, among eight and twelve years old, with autism diagnostic, characterized, in this research, as 1 and 2 diade. The data collection was done weekly, through video recorders, gotten during the speech therapy sections. The data were analyzed by means of the video recorders transcriptions, with basis in the discursive fragments, in agreement to the purposes of the Conversation Analysis. The results demonstrated the role played by the resources in the dialogic interactions in the therapists speech turns and in their patients turns. It was observed an equilibrium in the use of the resources by the speech therapists and an inaquality with prevalence of paralinguistic resources by the patients. This study noticed the use of babbling or echolalia by the patients, considering the relation with the repetitions (essencial resource to the speech). With the intention of establish a contrast between the resources, it was required a detailed overlook from the video recorders, and, later, an analisys about the echolalia behavior all along the interactions analysed. As a conclusion, the verbal-linguistic resources, prosodics and paralinguistics were current during the díades interactions. The balanced use of the resources envolved, as the observed in the therapists speech turn, allowed a better speech constructuion. It was also evidenced the imediatism existent in the face-to-face interaction, and that it is very hard to certify the difference between the echolalia or babbling and the repetition. Therefore, this difficulty suggests that both must be meaned in the therapy process, allowing big discursive possibilities to the speakers.

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43

Yeh, Joanna Chiung-Ting, and 葉瓊婷. "The Language Characteristics of Autistic Children in Taiwan." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/18985833558392809495.

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碩士
靜宜大學
英國語文學系
87
English Abstract The present study examines the linguistic characteristics of Chinese autistic children. This study shows how autistic children''s spoken language production deficits are manifest in Chinese and suggests the core language problems for autistic children. The subjects were 25 high functioning autistic children from 5 to 13 years of age. The story pictures were used as means to elicit children''s narratives and conversation. The linguistic analyses of language impairments in phonological, semantic, syntactic and pragmatic aspects were presented by applying descriptive approach. The results together demonstrated autistic children showed varying degrees of impairment overall. Some subjects presented odd tone, pitch and intonation, semantic paraphrase, simplified syntactic structure, word order problems, difficulties with pronouns, idiosyncratic remarks, the pervasiveness of echolalia, and irrelevant information. Above all, language use was likely the essential language problem specific to autism while the language acquisition in phonological, syntactic, semantic aspects is suggested as delayed. Relevance was suggested as the essential factor contributing to complex pragmatic problems. Most of the autistic children in this study seemed to lack the inferential communication, and the ability to convey the relevant information according to the listener''s need. Besides, the close interrelationship between language structure and language use is found. Further, the persistence of sameness was suggested as one of the cognitive deficits, which might affect the development of language, communicative behaviors and social skills of autistic children. This study provides new insight from relevance theory, which might help to offer a clearer perspective to the unrelated or unexplained language phenomena of autistic children.

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44

Geils, Catherine. "In conversation with Barney : a critical discourse analysis of interaction between a child with autism and his co-participants /." 2003. http://eprints.ru.ac.za/62/.

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45

Demark, Jenny. "Awareness of auditory-visual temporal synchrony by young children with autism or language delays /." 2004. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99159.

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Thesis (Ph.D.)--York University, 2004. Graduate Programme in Psychology.
Typescript. Includes bibliographical references (leaves 102-119). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99159

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46

Chang, Ching-Hsien, and 張敬賢. "Comparing the Early Communicative Behaviors among Children with Normal Development, Specific Language Impairment, Down’s Syndrome, and Autistic Disorder." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/63741374010897924711.

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碩士
國立台北護理學院
聽語障礙科學研究所
95
Recent studies suggest that the development of communication behavior contains various means, including gesture, vocalization, and verbal production, which are important processes of expressing ones communication intention. Researchers in the previous studies have indicated that several important domains of communication behaviors in young children are related to their communication functions. However, the communication behaviors in children with special needs are varied due to their individual symptoms. Therefore, researchers and clinical professions are eager to find out the communication problems in children with special needs, as well as the necessity to use an efficient tool to evaluate the individual differences and the characteristics of early communication behaviors. The major goals in this research are to find the individual characteristics in children with specific language disorder, Down’s syndrome, and autistic disorder, and in addition to conclude the related influencing factors among these groups. In this research, a total of 24 young children were observed and evaluated. Their language development stages are controlled in early and late one word stage based on the definition of Bates (1979). The Communication and Symbolic Behavior Scale Developmental Profile (CSBS DP) is used to collect the communication and symbolic behavior data. The individual group performances on communication and symbolic behaviors are compared with each other. The relationships among communication and symbolic behaviors and relevant factors are also analyzed in the study. The results indicate: (1) Young children with specific language disorder had potentially lower frequency in vocalization, and in addition they are more limited in consonant inventory and syllable variety performances. (2) Young children with Down’s syndrome had potentially poorer gestural requesting skill and lower motivation in spontaneous communication. (3) Young children with autism showed significant poorer skills in joint attention, reciprocity, gestural and vocal use. And the symbolic behavior also showed significant poorer performances in both inventory and complexity of action schemes in play comparing with other groups. Present results indicate 3 groups which demonstrate different communication patterns. Such results are supported by previous research. Further studies to develop simplified screening formula of CSBS DP and studies with longitudinal follow-ups are suggested .

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47

Yang, Wen-Kai, and 楊文凱. "A Study of Constructing and Implementing a Language-learning Cyber Resource Room Program for Elementary School Autistic Children." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/81845547084647640030.

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Анотація:

碩士
國立中正大學
教育研究所
91
Based on the idea of using computer technology to assist special education, the main purpose of this study was to develop a web-based, language-learning cyber resource room program for autistic children in elementary school, as well as to analyze the online learning and online consultation features of this cyber resource room program, and finally to apply the results on the case study of two elementary school autistic children. This study took on the position of developmental research and case study research. First, a language-learning cyber resource room program for autistic children in elementary school was constructed and implemented. Then, in case study research, the usage of participant observation and interview was highly emphasized. Also, reliability and validity were tested throughout the research process to ensure the quality of research. The conclusion of this study included 2 major directions, which contained 10 discoveries and results. The first direction was that a language-learning cyber resource room program for elementary school autistic children is in accordance with the idea of using computer technology to special education, which was further discussed in six items. The first three items are points worth noticing in this cyber resource room program discovered in the study. Namely, they included: teacher-controlled specified tasks should be employed as the teaching strategy; the merits and deficiencies of web-based learning should be carefully evaluated and parental involvement can help prevent defects; lastly, more observation of other existing systems is needed. The latter three items were the outcomes of the implementation of computer-assisted special education in this study. They were that this study is in accordance with, respectively, the idea of computer-assisted online consultation for special education, the idea of computer-assisted elementary school resource room program, and the idea of computer-assisted language-learning for autistics and for elementary school oral language teaching. The second direction was that a language-learning cyber resource room program for elementary school autistic children is both effective and feasible, which was further discussed in four items. They are the results of this study in terms of effectiveness and feasibility, including: first, this research system is effective and feasible in terms of online learning; secondly, this research system is effective and feasible in terms of online consultation; third, this research system is effective and feasible in terms of case study analysis; lastly, this research system is effective and feasible on the whole. This study was concluded with 7 major directions, including 28 suggestions. Hopefully it will shed some light on the following development of this study and future researches.

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48

Son, Seung-hyun. "Comparing two modes of AAC intervention for children with autism." Thesis, 2005. http://hdl.handle.net/2152/1717.

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49

Shield, Aaron Michael. "The signing of deaf children with autism : lexical phonology and perspective-taking in the visual-spatial modality." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1048.

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This dissertation represents the first systematic study of the sign language of deaf children with autism. The signing of such children is of particular interest because of the unique ways that some of the known impairments of autism are likely to interact with sign language. In particular, the visual-spatial modality of sign requires signers to understand the visual perspectives of others, a skill which may require theory of mind, which is thought to be delayed in autism (Baron-Cohen et al., 1985). It is hypothesized that an impairment in visual perspective-taking could lead to phonological errors in American Sign Language (ASL), specifically in the parameters of palm orientation, movement, and location. Twenty-five deaf children and adolescents with autism (10 deaf-of-deaf and 15 deaf-of-hearing) between the ages of 4;7 and 20;3 as well as a control group of 13 typically-developing deaf-of-deaf children between the ages of 2;7 and 6;9 were observed in a series of studies, including naturalistic observation, lexical elicitation, fingerspelling, imitation of nonsense gestures, two visual perspective-taking tasks, and a novel sign learning task. The imitation task was also performed on a control group of 24 hearing, non-signing college students. Finally, four deaf mothers of deaf autistic children were interviewed about their children’s signing. Results showed that young deaf-of-deaf autistic children under the age of 10 are prone to making phonological errors involving the palm orientation parameter, substituting an inward palm for an outward palm and vice versa. There is very little evidence that such errors occur in the typical acquisition of ASL or any other sign language. These results indicate that deaf children with autism are impaired from an early age in a cognitive mechanism involved in the acquisition of sign language phonology, though it remains unclear which mechanism(s) might be responsible. This research demonstrates the importance of sign language research for a more complete understanding of autism, as well as the need for research into atypical populations for a better understanding of sign language linguistics.
text

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50

Green, Heather Lee. "Evaluation of Mismatch Negativity as a Biomarker for Autism Spectrum Disorder." Thesis, 2016. https://doi.org/10.7916/D8DR2VDT.

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Finding an early and objective way to identify language impairment in autism spectrum disorder (ASD) has the potential to lead to earlier speech and language intervention for affected children. Previous magnetoencephalography studies utilizing the mismatch field component (MMF) component have shown that increased MMF latency is a predictor of language impairment in children with ASD. We attempted to replicate these results using the mismatch negativity (MMN), the electroencephalography (EEG) equivalent of MMF. EEG was recorded in children ages 5 to 10 with ASD plus language impairment (ASD +LI), ASD minus language impairment (ASD –LI), and typically developing controls (TD) during a passive auditory oddball experiment presenting speech and nonspeech sounds. Contrary to previous MMF findings, individuals with ASD +LI demonstrated decreased MMN latency in the left hemisphere in response to novel vowel sounds compared to individuals with ASD –LI and TD controls. A positive correlation between left hemisphere MMN latency and language scores on the Clinical Evaluation of Language Fundamentals was found when combining both ASD groups. Our results lend support to the theory that some children with ASD +LI have increased connectivity in primary sensory cortices at the expense of computational connectivity between association areas of the brain. This may account for faster speech sound processing despite low language scores in these children. Further research needs to be done in order to determine if grouping children by hyper– versus hyposensitivity to auditory stimuli could explain conflicting results between studies and elucidate a neurophysiological biomarker of language impairment in subgroups of children with ASD.

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Дисертації з теми "Autistic children Victoria Language"

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