Статті в журналах: "Autistic children Victoria Language"

1

Matson, Johnny L., Jay A. Sevin, Diane Fridley, and Steven R. Love. "INCREASING SPONTANEOUS LANGUAGE IN THREE AUTISTIC CHILDREN." Journal of Applied Behavior Analysis 23, no. 2 (June 1990): 227–33. http://dx.doi.org/10.1901/jaba.1990.23-227.

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2

Shirataki, Sadaaki. "Language and behavior in autistic disordered children." Japan Journal of Logopedics and Phoniatrics 30, no. 3 (1989): 247–54. http://dx.doi.org/10.5112/jjlp.30.247.

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3

Badi’ah, Atik, Ni Ketut Mendri, Heru Santoso Wahito Nugroho, and Wawuri Handayani. "The Effect of Parenting on The Language Development of Autistic Children." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 509–15. http://dx.doi.org/10.14421/icse.v3.554.

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Autistic children have abilities and characteristics that are different from each other, so different ways of interacting with themselves and the environment and making autistic children as unique individuals (Ginanjar, 2007). The development of autistic children both physically, emotionally, intellectually, and psychosocially has a problem that results in the inhibition of children reaching a level of language development that is appropriate to their age. Parenting in children with autism includes autistic child parents providing emotional, social, informational and practical support. Attention and love from parents and family will encourage autistic children to develop better. An autistic child will feel that he is loved and wanted if more and more people in the family environment who love and care for him. Based on the results of a preliminary study conducted by the author by interviewing 8 autistic schools in the provinces of DIY and Ponorogo, East Java, to 16 parents who have autistic children, the majority of parents (93%) think that by entering autistic children into an outside school ordinary (SLB) autism in accordance with its limitations means their efforts can be said to be enough. Not all parents realize that having children with special needs in accompanying language development can maximize language development. Knowing the effect of parenting on the language development of children with autism This type of quantitative research uses Quasi experiment with the design "Pre test Post test with Control Group Design". Observation was carried out twice. The first observation is to determine the development of an autistic child before being given parenting and the second observation after being given parenting. Sampling was done by purposive sampling with the criteria of parents and autistic children aged 6-12 years in the autistic schools of the provinces of Yogyakarta and Ponorogo, East Java. Examination data were analyzed analytically with the help of SPSS for Windows version 16.0 using paired t-test and Wilcoxon, with a significant level of p <0.05. The experimental group pre-test and post-test with a value of p (sig) 0,000 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the experimental group. In the control group pre-test and post-test with p value (sig) 0.002 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the control group. There is a parenting effect on the language development of autistic children in autistic schools with p (sig) <0.05 means that Ha is accepted and Ho is rejected.

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Tuchman, Roberto F., Isabelle Rapin, and Shlomo Shinnar. "Autistic and Dysphasic Children. I: Clinical Characteristics." Pediatrics 88, no. 6 (December 1, 1991): 1211–18. http://dx.doi.org/10.1542/peds.88.6.1211.

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Autism and dysphasia are behaviorally defined disorders of higher cerebral function which in preschool children share the common core symptom of impairment of language. In this study we describe the clinical characteristics of 314 autistic and 237 dysphasic nonautistic children evaluated by one child neurologist. There was no significant difference between autistic and dysphasic children in gestational age, birth weight, or prevalence of associated medical disorders, all of which were infrequent, although a positive history of resuscitation or ventilatory support was more common in dysphasic than autistic children (P = .03). As a group autistic children are more likely than dysphasic children to have language subtypes affecting central processing and formulation, a family history of psychiatric disorders and autism, and a history of regression of language and behavior. After excluding 12 girls with autistic symptoms who met the clinical criteria for Rett syndrome, we found that there was no significant difference in the number of autistic and dysphasic children with an abnormal sensorimotor examination. Girls with autism were more likely than boys to have severe mental deficiency (38% of autistic girls vs 23% of boys) (P = .012) and a motor deficit (27% vs 11%) (P = .0009).

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5

JamaliNesari, Shahram, and Elahe Kamari. "An Investigation of Language Impairment in Persian-Speaking Autistic Children." International Journal of Applied Linguistics and English Literature 6, no. 3 (March 1, 2017): 180. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.180.

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Abnormalities of language and other forms of communication are among the significant characteristics of autistic children. The goal of the present research is to investigate and compare linguistic properties of Persian-speaking autistic children with their normal counterparts. To this aim, 10 autistic children with age 3-6 years were compared with 10 typically developing children matched on non-verbal IQ and gender. In a 30 minutes free-play session, the speech of each child was recorded and then was analyzed for the phonetic, phonological and morpho-syntactic properties. The findings of the present research showed that there was a statistically significant difference between autistic and normal children in consonant deletion, consonant substitution, the use of stress on inappropriate syllable, atypical intonation, incorrect use of grammatical tense, incorrect use of preposition, inappropriate use of plural nouns and the use of complex sentences (p<0/05), While their differences were not statistically significant in sound epenthesis, metathesis, subject-verb agreement, having difficulty with making the verbs negative, and using demonstratives (p>0/05). The results of this research showed that autistic children in compare to normal ones have more problems in phonetic, phonological, morphological and syntactic features of speech. Therefore, appropriate treatment programs are required to tackle these problems.

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Millichap, J. Gordon. "Prognosis of Language-Delayed and Autistic Preschool Children." Pediatric Neurology Briefs 17, no. 1 (January 1, 2003): 6. http://dx.doi.org/10.15844/pedneurbriefs-17-1-7.

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7

Mostek, Jan. "Cognitive Development and Language Acquisition in Autistic Children." Science Insights 41, no. 6 (November 30, 2022): 719–24. http://dx.doi.org/10.15354/si.22.re091.

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Autism spectrum disorder (ASD) is typically perceived as a social communication and behavioral disability. However, it is a neurodevelopmental or brain-based condition with widespread consequences on cognitive and social-emotional development caused by genetic events that begin before birth. Cognitive functions of a higher level or those requiring integrative processing are disproportionately hampered in ASD. Normal children can learn any existing language based on their environment; however autistic youngsters find it difficult. The exploration of autistic children’s cognitive and language features has been greatly influenced by theoretical models and research approaches.

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8

Shepherd, Terry R., and Beth Arthur. "Experience Language: an Autistic Case Example." Academic Therapy 21, no. 5 (May 1986): 605–13. http://dx.doi.org/10.1177/105345128602100516.

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Purnama, Surya Wijaya, and Utami Dewi. "Repeated Communication and Echolalia in Autism (A Case Study)." Jurnal Basicedu 6, no. 2 (March 11, 2022): 3123–29. http://dx.doi.org/10.31004/basicedu.v6i2.2569.

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This study aims to examine the communication phenomenon of autistic children who are influenced by echolalia. One of the difficulties faced by autistic children in communicating, especially for children who experience severe barriers, is in mastering language and speech. This study uses a qualitative approach, in which the researcher describes the existing reality. The main informants in this study were a teacher at the Center for Emotional Focus Therapy and a teacher at the Behavior Therapy Center. The results showed that learning to communicate nonverbally with autistic children was more dominant by instilling language concepts through visual media by means of the teacher asking questions and the children answering things with their abilities. The teacher helps by showing visual pictures and asking autistic children to imitate them. As for verbal autistic children, both teachers emphasize adding or expanding vocabulary. The difficulty of autistic children in communicating is caused by having language disorders (verbal and nonverbal), even though language is the main communication medium. They often have difficulty communicating their desires both verbally (oral/speaking) and nonverbally (gestures/gestures and writing). Most of them can speak, using short sentences with simple vocabulary but their vocabulary is limited.

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10

Pereverzeva, D. S., U. A. Mamokhina, E. Yu Davydova, A. A. Lopukhina, V. G. Arutiunian, and A. V. Khaustov. "Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder." Клиническая и специальная психология 10, no. 4 (2021): 137–61. http://dx.doi.org/10.17759/cpse.2021100407.

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The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KORABLIK method (basic linguistic skills), the Kaufman Assessment Battery for Children (KABC-II) or the Wechsler Intelligence Scale for Children ― Third Edition (WISC-III) (non-verbal intelligence), the Autism Diagnosis Observation Schedule ― Second Edition (ADOS-II) (autistic traits). The results support the hypothesis of the relationship between receptive language skills, the index of non-verbal intelligence, and symptoms of autism. The severity of autistic traits is negatively associated with some phonological and lexical levels of the receptive speech, as well as with understanding of discourse. The non-verbal intelligence index is positively associated with speech comprehension at all levels. A specific feature of receptive language in children with Autism spectrum disorder aged 7–11 years is the uneven development, which is associated with the severity of autistic traits and is not associated with the intelligence level.

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11

Zhao, Yiran Vicky, and Jenny Louise Gibson. "Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children." Autism & Developmental Language Impairments 7 (January 2022): 239694152110638. http://dx.doi.org/10.1177/23969415211063822.

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Backgrounds and aims Early symbolic play abilities are closely related to long-term language development for both autistic and non-autistic children, but few studies have explored these relations for different dimensions of pretence and of language. The current study explores carer-reported measures of solitary symbolic play, object substitution and peer role play abilities at age 3, and their respective relations with parent-reported semantics, syntax and narrative abilities at age 7 for both autistic and non-autistic children. Methods We conducted secondary data analyses exploring links between different aspects of pretence and of language on the Longitudinal Study of Australian Children population cohort. We identified 92 autistic children and used propensity score matching to match them with 92 non-autistic children based on demographic and developmental information such as non-verbal IQ and socioeconomic status. We explored concurrent and longitudinal relations using correlation and regression models. Results: Both correlational and hierarchical regression analyses confirmed the significant effects of age 3 symbolic play abilities in facilitating age 7 semantics, syntax and narrative abilities for autistic children. We found that object substitution held most prominent influence, followed by peer role play and solitary symbolic play. In contrast, for non-autistic children, none of the age 3 symbolic play abilities were significant predictors, whereas socioeconomic status at birth and age 3 language abilities held significant influences on their age 7 semantics, syntax and narrative abilities. Conclusion: We discuss the implications of our findings for play interventions targeting language outcomes.

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Loveland, Katherine A., Susan H. Landry, Sheryl O. Hughes, Sharon K. Hall, and Robin E. McEvoy. "Speech Acts and the Pragmatic Deficits of Autism." Journal of Speech, Language, and Hearing Research 31, no. 4 (December 1988): 593–604. http://dx.doi.org/10.1044/jshr.3104.593.

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In a videotaped free-play session with a parent, autistic children were compared with mental-age matched Developmental Language Delay (DLD) children and with normally developing (ND) 2-year-olds in the use of communicative acts by parent and child. Groups were matched for language level. Autistic children had more incidents of no responses, produced less affirming, turn-taking vocalization, and gesture, and were less likely to initiate communication than other children. Parent groups differed only in a greater amount of initiating and use of imperatives by parents of autistic children. Few relations between parent behaviors and child behaviors were found. Nonresponses by all children were concentrated subsequent to parent imperatives and questions, but no group differences were found in the distribution of nonresponses to various parent communicative acts. Results are interpreted to support the hypothesis that autistic children's language can serve a number of useful functions but that their pattern of language functions differs from that of nonautistic language-impaired children and much younger normal children of similar language level.

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13

Dorenbaum, David, Elizabeth Mencel, Warren T. Blume, and Sandra Fisman. "EEG Findings and Language Patterns in Autistic Children: Clinical Correlations." Canadian Journal of Psychiatry 32, no. 1 (February 1987): 31–34. http://dx.doi.org/10.1177/070674378703200108.

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Several authors have used the EEG as a diagnostic tool to identify distinctive patterns of cerebral dysfunction in autistic children. However, evidence is needed to support the hypothesis that their level of functioning correlates with their EEG profile. In this study EEG's were obtained in 17 autistic children without sedation and following sleep deprivation. These children were also evaluated in a double blind procedure with regard to their speech and communication abilities. We did not find a statistically significant correlation between EEG changes and speech performance. None of the autistic children using an augmentative system of communication had any EEG abnormalities. However, a normal EEG is not sufficient to predict successful response to communication therapy. Since the effect of sedative drugs on brain electrical activity limits the value of tracings, we recommend the sleep deprivation techniques when “difficult” children have to undergo EEG testing. Parents' or guardians' participation during the procedure is encouraged.

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Rahmawati, Dyah Ayu, and Emy Sudarwati. "“I can Speak Like You, I am Just Different” A Psycholinguistics Study of Autistic Child." RETORIKA: Jurnal Ilmu Bahasa 7, no. 2 (October 19, 2021): 141–51. http://dx.doi.org/10.22225/jr.7.2.3041.141-151.

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Language deficiency is one of the barriers that autistic children face in their language growth. Autistic children may face these difficulties in which they have trouble in understanding and communicating their language. Using Chaer's Language Disorders Theory (2003), this research attempts to investigate the receptive language disorders performed by an autistic child named Rahesa and the expressive language disorders performed by an autistic child named Rahesa based on Suherman’s (2016) theory. Using a qualitative with descriptive approach, the data were taken from the videos of the subject’s relationship with his mother, then transcribed into dialogs and analyzed. Then, researcher continued to describe all the findings. The findings of this research indicate that an autistic person has trouble interpreting the message of others and communicating his/her emotions by verbal words. An autistic boy has three difficulties with receptive language disorder, such as difficulty in interpreting verbal language, difficulty in following verbal guidance, and difficulty in focusing his mind.As far as expressive language disorder is concerned, an autistic person faces six difficulties, such as difficulty in inserting words into sentences, difficulty in choosing the correct expression, poor comprehension, taking words out of sentences, repeating some words or phrases, and inappropriately using language structure.The present thesis seeks to offer insights to prospective scholars who are interested in linguistic, in particular psycholinguistics concerned with language problems in the case of autism. General readers will enrich their understanding of and how to cope with the forms of language problems in autistic children.

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Tuchman, Roberto F., Isabelle Rapin, and Shlomo Shinnar. "Autistic and Dysphasic Children. II: Epilepsy." Pediatrics 88, no. 6 (December 1, 1991): 1219–25. http://dx.doi.org/10.1542/peds.88.6.1219.

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In a previously described population of 314 autistic and 237 dysphasic nonautistic children, after exclusion of 12 autistic girls with Rett syndrome, 14% (42 of 302) of autistic children and 8% (19 of 237) of dysphasic children had epilepsy (P = .03). The major risk factors for epilepsy were severe mental deficiency and the combination of severe mental deficiency with a motor deficit. In autistic children without severe mental deficiency, motor deficit, associated perinatal or medical disorder, or a positive family history of epilepsy, epilepsy occurred in 6% (10 of 160) which was analogous to the 8% (14 of 168) found in similar dysphasic nonautistic children. The language subtype of verbal auditory agnosia is associated with the highest risk of epilepsy in autistic (41%, 7 of 17) and dysphasic (58%, 7 of 12) children. The higher percentage of epilepsy in autistic girls, 24% (18 of 74) compared with boys 11% (25 of 228) (P = .003), is attributed to the increased prevalence of cognitive and motor deficit in girls. Once the risk attributable to associated cognitive and motor disabilities is taken into account, there is no difference in the risk of epilepsy between autistic and nonautistic dysphasic children.

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Yanti, Yunita Novita, Septya Sabilatil Jannah, Soviana Nadia, Inayatul Wahdaniyah, and Mutmimah Mutmimah. "Speech Therapy to Overcome Language Disorders in Autistic Children." GENIUS Indonesian Journal of Early Childhood Education 3, no. 1 (June 28, 2022): 55–66. http://dx.doi.org/10.35719/gns.v3i1.61.

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Some children with autism spectrum symptoms have impaired language skills, resulting in impaired communication skills. They tend to be challenging to develop according to their age, like other children, due to their limitations. But that doesn't mean there isn't anything we can't do. Continuous stimulation through speech and language skills therapy is one of the essential things they need to take so that they can reduce the disorders experienced by these children. This study focuses on describing the stimulation of language development in children with symptoms of autism disorders and knowing what activities can stimulate language skills in children with autism disorders. The approach used in this research is a descriptive qualitative approach. Data mining techniques included interviews and observations at a school for children with special needs. The results of this study indicate that the stimulation of language skills in children with autism disorders can be done with speech therapy to help them develop language skills. Abstrak Beberapa anak dengan gejala spektrum autisme mengalami gangguan kemampuan berbahasa yang mengakibatkan kemampuan komunikasinya terganggu. Ia cenderung sulit berkembang sesuai usianya seperti anak-anak lainnya disebabkan oleh keterbatasannya tersebut. Namun bukan berarti tidak ada hal yang bisa diupayakan. Stimulasi yang berkesinambungan melalui terapi kemampuan berbicara dan berbahasa merupakan salah satu hal penting yang perlu ditempuh agar gangguan yang dialami oleh anak-anak tersebut dapat berkurang. Tujuan penelitian ini berfokus untuk mendeskripsikan tentang stimulasi perkembangan bahasa pada anak dengan gejala gangguan autisme dan mengetahui kegiatan apa saja yang mampu menstimulasi kemampuan berbahasa pada anak dengan gangguan autisme. Pendekatan yang digunakan pada penelitian ini adalah pendekatan kualitatif deskriptif. Teknik penggalian data yang dilakukan antara lain wawancara dan observasi pada sebuah sekolah anak berkebutuhan khusus. Hasil penelitian ini menunjukkan bahwa stimulasi kemampuan berbahasa pada anak dengan gangguan autisme dapat dilakukan dengan terapi wicara untuk membantu mereka dalam mengembangkan kemampuan berbahasa.

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Dawson, Geraldine, Charles Finley, Sheila Phillips, and Larry Galpert. "Hemispheric Specialization and the Language Abilities of Autistic Children." Child Development 57, no. 6 (December 1986): 1440. http://dx.doi.org/10.2307/1130422.

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18

Parisse, Christophe. "Cognition and language acquisition in normal and autistic children." Journal of Neurolinguistics 12, no. 3-4 (July 1999): 247–69. http://dx.doi.org/10.1016/s0911-6044(99)00017-2.

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19

Rhode, Maria. "Autistic Children: Bodily Factors in the Use of Language." Psychoanalytic Study of the Child 69, no. 1 (January 2015): 275–90. http://dx.doi.org/10.1080/00797308.2016.11785532.

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20

Ungerer, Judy A., and Marian Sigman. "Categorization skills and receptive language development in autistic children." Journal of Autism and Developmental Disorders 17, no. 1 (March 1987): 3–16. http://dx.doi.org/10.1007/bf01487256.

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Koegel, Robert L., Mary C. O'Dell, and Lynn Kern Koegel. "A natural language teaching paradigm for nonverbal autistic children." Journal of Autism and Developmental Disorders 17, no. 2 (June 1987): 187–200. http://dx.doi.org/10.1007/bf01495055.

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Asenova, Ivanka V. "Lateral Preferences in Autistic Children with Severe Language Impairment." Procedia - Social and Behavioral Sciences 217 (February 2016): 84–91. http://dx.doi.org/10.1016/j.sbspro.2016.02.032.

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Mathée-Scott, Janine, and Susan Ellis Weismer. "Naturalistic parent–child reading frequency and language development in toddlers with and without autism." Autism & Developmental Language Impairments 7 (January 2022): 239694152211367. http://dx.doi.org/10.1177/23969415221136740.

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Background and aims The efficacy of parent–child reading for supporting language development has been well-established in the neurotypical (NT) literature. For children with autism spectrum disorder, (ASD) who may be at risk for delays in language development, prior research has shown promise for shared book-reading interventions. Yet there has been limited research on naturalistic parent–child reading with autistic children to date. The present study aimed to fill this missing link in the current literature. Methods Fifty-seven autistic toddlers participated at two developmental time points: Time 1 ( Mage = 30.4 months) and Time 2 ( Mage = 43.8 months). An NT control group ( N = 31) was matched on age to a subset of the ASD group ( N = 33). We assessed group differences in parent–child reading frequency between age-matched NT and autistic groups. Using a one-year follow-up design, we evaluated the relationship between parent–child reading and autistic children’s language development. Results Cross-group comparisons revealed that parents of age-matched NT children reported significantly more frequent weekly parent–child reading than parents of autistic toddlers. After a one-year follow-up with the autistic group, within-group analyses revealed that greater frequency of parent–child reading (controlling for maternal education, books in the home, and autism symptom severity) was associated with larger growth in autistic toddlers’ receptive and expressive language skills. Conclusions and implications These findings have important clinical implications as they emphasize the potential of parent–child reading for supporting autistic children’s language development. Findings demonstrate that frequency of parent–child reading is associated with language development over one year. Findings also demonstrate that parents of autistic children engage in less frequent parent–child reading than parents of age-matched NT peers, suggesting these parents may face more barriers to implementing parent–child reading than parents of NT children.

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Binns, Amanda V., Devin M. Casenhiser, Stuart G. Shanker, and Janis Oram Cardy. "Autistic preschoolers’ engagement and language use in gross motor versus symbolic play settings." Autism & Developmental Language Impairments 7 (January 2022): 239694152211150. http://dx.doi.org/10.1177/23969415221115045.

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Background and aims: Although adjustment of the environment is recommended as a support strategy in evidence-based interventions for children with autism, the impact of doing so (and the how and why) is not well understood. One essential environmental factor to consider when providing supports for preschool-aged autistic children is the play setting, specifically, the materials available in the child's play context. The aim of this study was to compare engagement states and number of utterances produced by preschool-aged autistic children within symbolic vs. gross motor play settings. Examining the relationship between gross motor play settings and children's social engagement and spoken language use is particularly important to explore for autistic children given differences in their sensory processing, motor skill development, and choice of and interaction with toys relative to neurotypical peers. Methods: Seventy autistic children aged 25-57 months were videotaped during natural play interactions with a parent. Children's social engagement and number of spoken utterances were examined in five minutes each of play with symbolic toys and play with gross motor toys. Continuous time-tagged video coding of the child-caregiver engagement states was conducted, and the child's frequency of spoken language was identified using language sample analysis. The specific variables examined were; (a) engagement with caregiver, (b) engagement with objects only, (c) unengaged (no evident engagement with objects or people), and (d) total number of spoken utterances. The relationship between play setting (symbolic vs gross motor) and child language and engagement state variables was examined with linear mixed effects modelling. Results: Significant main effects were revealed for the interaction between play setting and autistic children's engagement. Young autistic children were more likely to engage with caregivers in play environments with gross motor toys (moderate effect) and also were more likely to have periods of unengaged time (not overtly directing their attention to objects or people; small effect) in this setting. Further, when in a setting with symbolic toys, autistic children were more likely to spend their time focusing attention solely on objects (large effect). No interaction was found between play setting and total number of utterances spoken by autistic children. Conclusions and implications: This study confirmed the importance of continued research focused on understanding the relationship between children's play settings and their social engagement and language use. Although preliminary, findings support the idea that there is an interaction between preschool-aged autistic children's social engagement and their play settings. Further, our results suggest that there can be value in clinicians differentiating children's play settings (i.e., gross motor vs symbolic) when assessing and supporting social engagement capacities of young autistic children.

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Wynn, Camille J., Elizabeth R. Josephson, and Stephanie A. Borrie. "An Examination of Articulatory Precision in Autistic Children and Adults." Journal of Speech, Language, and Hearing Research 65, no. 4 (April 4, 2022): 1416–25. http://dx.doi.org/10.1044/2021_jslhr-21-00490.

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Purpose: According to the speech attunement framework, autistic individuals lack the ability and/or motivation to “tune up” their speech to the same level of precision as their neurotypical peers. However, previous studies exploring the articulatory patterns of autistic individuals have yielded disparate findings. One reason contrasting conclusions exist may be because studies have relied on perceptual measures of articulation. Here, we use an objective acoustic measure of articulatory precision to explore the articulatory patterns of autistic children and adults. Method: This was a retrospective analysis of an existing corpus of 900 recorded speech samples taken from 30 adult and 30 child participants across two different population groups: autistic individuals (autism spectrum disorder [ASD] group) and neurotypical individuals (neurotypical [NT] group). Articulatory precision scores were calculated using an automated metric that compares observed acoustics to the expected acoustics for each phoneme production. Linear mixed-effects models were used to compare the articulatory precision scores across population group (i.e., ASD group vs. NT group) and to see if these differences were moderated by age group (i.e., children vs. adult). Results: The speech of autistic individuals was characterized by reduced articulatory precision relative to their neurotypical peers. This pattern was not significantly moderated by age, indicating it occurred in both the children and adult groups. Conclusions: Our preliminary findings indicate that imprecise articulation may be a characteristic of the speech of autistic individuals in both childhood and adulthood. These findings are in line with predictions posited by the speech attunement framework. Given the current lack of speech markers for this clinical population and the importance of speech quality in the social integration of autistic individuals, our results advance articulatory precision as a viable and important target for future research

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Bi, Wei, Ju Wu, and Rungtai Lin. "Research on the Case of Art Therapy and Cognition of Autistic Children." World Journal of Social Science Research 5, no. 2 (May 24, 2018): 172. http://dx.doi.org/10.22158/wjssr.v5n2p172.

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<em>Due to congenital brain damage, autistic children suffer from difficulties in overall development, especially in interpersonal relation, language and behavior. Many scholars try to understand the inner world of autistic children through various treatments, but only painting, the most primitive language for children, is also the most direct way to express the autistic children’s mind. Therefore, there seems to be a certain degree of corresponding relation between artistic creation and message expression, but artistic creation is actually a complex mental activity, and it is difficult to understand the meaning of message in a simple model. This study explores the communication modes in addition to language based on the case of three children’s paintings in the “Gallery for Little Friends” initiated by Tencent Charity Foundation, whose main purpose is to develop an alternative way to communicate with autistic children, let us know, interpret and evaluate through their paintings, and then take appropriate actions to transform the messages in the paintings to concrete actions and measures, realize the goal of helping autistic children’s oral expression, and try to interpret the inner world of autistic children with painting as a medium.</em>

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Norbury, Courtenay Frazier. "Factors Supporting Idiom Comprehension in Children With Communication Disorders." Journal of Speech, Language, and Hearing Research 47, no. 5 (October 2004): 1179–93. http://dx.doi.org/10.1044/1092-4388(2004/087).

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The current investigation explored understanding of idioms in context in 93 children with communication disorders and 39 age-matched peers. The clinical group was subdivided by (a) the presence of autistic features and (b) the presence of language impairment. Idiom definitions were gathered in isolation and in context. Related skills such as semantics and theory of mind were also measured. All children benefited significantly from context. However, 2 groups with language impairments (1 with and 1 without autistic features) did not benefit from context as much as the controls or a group of children with autistic features without additional language difficulties. Regression analyses found that age, memory for story context, and language abilities were significant predictors of idioms in context performance. These findings are discussed in relation to theories of idiom acquisition and contextual processing in autism.

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Davis, Rachael, Hugh Rabagliati, Lewis Montgomery, Antonella Sorace, and Sue Fletcher-Watson. "Measuring the Relationship between Bilingual Exposure and Social Attentional Preferences in Autistic Children." Languages 8, no. 1 (January 16, 2023): 27. http://dx.doi.org/10.3390/languages8010027.

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Background: Autistic children show reduced attentional preferences to social stimuli early in development, and these differences have consequences on a range of social domains. One factor that could influence development in those processes is bilingualism. Parents and practitioners frequently voice unfounded concerns that bilingualism could cause delays in autistic children, yet there is little evidence to dispute this idea. While there are studies focusing on the impact of bilingualism on cognition in autistic children, no research has focused on the relationship between bilingualism and social attention. Aims: This study therefore investigated the impact of bilingual exposure on social attention in autistic (n = 33) and neurotypical children (n = 42) aged 6–13 years. Rather than a monolingual/bilingual comparison, participants had varying degrees of bilingual exposure, and exposure was treated as a continuous variable. Participants completed an eye-tracking task measuring visual attention to interacting versus non-interacting human figures. Results: Bilingual exposure did not affect dwell time to interacting or non-interacting figures for the neurotypical or autistic groups. However, there was a three-way interaction between diagnosis, figure type and vocabulary scores on dwell time. Conclusions: Higher vocabulary scores in neurotypical participants was associated with significantly less dwell time to non-interacting stimuli. This is the first study to assess the effects of bilingualism on social attention; here, concerns of bilingualism are not upheld.

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Lin, Yueh-Hsien, and Hsu-Min Chiang. "Language comprehension of children with Asperger's disorder and children with autistic disorder." Research in Autism Spectrum Disorders 8, no. 7 (July 2014): 767–74. http://dx.doi.org/10.1016/j.rasd.2014.03.018.

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Yoder, Paul J., and Thomas L. Layton. "Speech following sign language training in autistic children with minimal verbal language." Journal of Autism and Developmental Disorders 18, no. 2 (June 1988): 217–29. http://dx.doi.org/10.1007/bf02211948.

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Hildawati. "PENERAPAN METODE ABA (APPLIED BEHAVIOR ANALYSIS) DALAM MENINGKATKAN KEMAMPUAN PERILAKU, INTERKASI SOSIAL, BAHASA DAN KOMUNIKASI ANAK AUTIS." Paedagogia: Jurnal Pendidikan 7, no. 2 (November 30, 2019): 39–60. http://dx.doi.org/10.24239/pdg.vol7.iss2.18.

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Method in improving behavioral abilities, social interactions, communication and language of autistic children in Taman Pelatihan Harapan Makassar. This type of research is qualitative descriptive which is factually and systematically describes the description of the ABA method (Applied Behavior -Analysis applied to the learning process of autistic children in Taman Pelatihan Harapan).The study uses psychological, sociological, and pedagogical approach. The source of data in this study is the therapist of the Taman Pelatihan Makassar, and parents of autistic children. The results of the study show that the ABA method is a method applied to autistic children through behavioral habituation that can increase the personality capacity of autistic children, especially ability in behavior, social interaction, communication and language. This is caused by several supporting factors such as therapists who master the application of the ABA method, the infrastructure that supports it, and good collaboration between parents and therapists.

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Iuliana, Barna. "Identification of the Effective Algorithms in Language-Assessment Programmes for Autistic Children." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 6, 2018): 84–89. http://dx.doi.org/10.18844/prosoc.v4i8.2979.

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In the case of an autistic child, the language does not occur at the usual age, and there is no gesture communication. The first form of language describes several features: the immediate or delayed echolalia (which equates to what the interlocutor has just said), the specific monotonous and staccato prozodia, the reversal of the pronouns (you or he is designated), the poor syntax and the total or partial absence of expression emotions. The novelty of this pre-experimental study for determination and observation of speech disorders consists of structuring a series of theoretical frames (concepts, principles and models) in what concerns the speech disorders specific to preschool autistic children, as well as in providing a psycho-linguistic profile and proposing programmes and games useful in early detection of communication deficiencies. Keywords: Autistic children, evaluation, language disorders, algorithms.

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Malkin, Louise, and Kirsten Abbot-Smith. "How set switching affects the use of context-appropriate language by autistic and neuro-typical children." Autism 25, no. 8 (May 9, 2021): 2418–22. http://dx.doi.org/10.1177/13623613211012860.

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Autistic children have difficulties in adapting their language for particular listeners and contexts. We asked whether these difficulties are more prominent when children are required to be cognitively flexible, when changing how they have previously referred to a particular object. We compared autistic ( N = 30) with neuro-typical 5- to 7-year-olds. Each child participated in two conditions. In the switch condition, the same animal had to be re-described across trials to be appropriately informative (e.g. a participant could appropriately describe a picture as ‘dog’ on one trial but later the participant needed to re-describe the same picture as ‘spotty dog’ to differentiate it from a co-present black dog). In the no-switch condition, no picture needed to be re-described. Nonetheless, the conditions were matched regarding the requirement to use both complex (e.g. spotty cat) versus simple expressions (e.g. horse). Autistic children were more over-informative than peers even prior to the requirement to re-describe an animal. Overall, we found a main effect of the switch condition and no interaction with group. Switching a description hinders the ability of children to be appropriately informative. As autistic children are generally less appropriately informative, the requirement to switch leads to particularly poor performance in autism. Lay abstract The way autistic individuals use language often gives the impression that they are not considering how much information listeners need in a given context. The same child can give too much information in one context (e.g. saying ‘the big cup’ with only one cup present) and too little information in another context (e.g. entering a room and announcing ‘the red one’ when the listener has no prior knowledge regarding what this refers to). We asked whether many autistic children particularly struggle to tailor their language appropriately in situations where this means changing how they have previously described something. That is, if a speaker has recently described an object as ‘the cup’, the need to switch to describing it as ‘the big cup’ could hinder the speaker’s ability to use language in a context-appropriate way. We found that switching descriptions indeed makes it more difficult for children to use language in a context-appropriate way, but that this effect did not play out differently for autistic versus neuro-typical children. Autistic children were, however, less likely to provide a context-appropriate amount of information overall than were neuro-typical peers. The combination of these effects meant that when object re-description was required, autistic children only produced an appropriate description half the time. In contrast, without a requirement to re-describe, autistic children could indeed take listener informational needs into account. Applied professionals should consider whether a requirement to change the way the child has previously said something may hinder a child’s ability to communicate effectively.

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Howlin, Patricia. "Changing approaches to communication training with autistic children." International Journal of Language & Communication Disorders 24, no. 2 (January 1989): 151–68. http://dx.doi.org/10.3109/13682828909011953.

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Prasetyoningsih, Luluk Sri Agus, Eko Suhartoyo, and M. Faruq Ubaidillah. "Exploring illocutionary acts employed by autistic children: The case of Indonesian children." XLinguae 13, no. 2 (April 2020): 245–57. http://dx.doi.org/10.18355/xl.2020.13.02.21.

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Bryden, Jennifer. "Autistic and peudo-autistic traits in ongoing complex trauma." BJPsych Open 7, S1 (June 2021): S241. http://dx.doi.org/10.1192/bjo.2021.644.

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AimsTo compare the neurodevelopmental profiles of Albanian street children to those predicted by the Coventry grid.BackgroundA street children's centre had requested help to meet children's emotional needs. No program exists for children experiencing ongoing complex trauma. With input from widely-experienced consultant psychiatrist and consultant psychologist, a very low-intensity program of coping skills was piloted. Extensive anonymised notes were taken as part of the piloting.The Coventry grid is a clinical tool comparing patterns of difficulties typically seen in autistic spectrum disorder (ASD) versus attachment difficulties. It's based on clinical experience and invites ongoing feedback.Method12 Children aged 5–12 years completed the two-week program. The notes were examined for their relevance to areas of the Coventry Grid.ResultThe children showed both traits typical of ASD and of attachment problems. Identifying emotions was impossible for the youngest group (5–7 years); while the older groups could say whether someone was likely to feel “good” or “bad” but struggled to differentiate further.Fantasy and symbolic play were hard for the younger children. If asked to imagine a situation, they replied “but that's not happening”. One child constantly hugged a stuffed doll, but couldn't use it for play. Both younger groups found it hard to imagine a safe-place, though they could say what they wanted in it (chocolate and a working lightbulb). The oldest group all chose a real place related to the centre.Generalising was difficult for all the children. The older children could say whether a story character was a good friend, but not apply this to real life. The youngest children were told a story about a dangerous stranger. Afterwards, the children said they would still go away with strangers as only the man in the story had said he wanted to harm children.The younger children were diffusely attached, but the boys’ eye contact, gesturing, and language were normal in all age groups. All children formed friendships easily, played in a group and were intensely loyal to siblings. They didn't show restricted interests, distress at changes to routine or sensory difficulties. They showed good awareness of the widely divergent social rules at the centre and at home.ConclusionThe children showed a mix of traits usually associated with attachment difficulties and those usually associated with ASD. They may be different from UK clinic samples as they continued to experience severe trauma.

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M, Sitti Fauziah, and Abdul Rahman Jaya. "LANGUAGE DEVELOPMENT OF AUTISM CHILDREN IN ISLAMIC PSYCHOANALYTIC TREATMENT (Case Study at Southeast Sulawesi Autism Service Center)." Psikis : Jurnal Psikologi Islami 8, no. 2 (December 27, 2022): 229–38. http://dx.doi.org/10.19109/psikis.v8i2.13840.

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Symptoms of autism, in general, are usually detected at the age of children who have not reached three years old, with varying levels in each child, ranging from mild to severe symptoms. These symptoms include constant difficulty in socializing, communicating and interacting with others verbally, difficulty in using and understanding language, and inability in using body language to convey meaning. Therefore, even though they have reached the age when speech development should occur, the children are unable to establish conversations or interactions with other people. Children with autism tend to repeat words or phrases spoken by others without forming their speech style and not developing their language skills. The objectives to be achieved in this study were to describe the language development problems of autistic children who were currently under psychoanalytic treatment at Kendari Autism Service Center and the factors that influenced them. The research findings showed that the language development abilities of autistic children in the phonological form in obtaining vowel sounds and diphthongs were good. However, they were still lacking in obtaining consonants. More practice was needed so that they could pronounce perfect phonemes. Meanwhile, autistic children in Kendari's autistic service could master nouns with more numbers than verbal and adjectives in lexicon skills. However, the phonological process that occurred in autistic children was very slow. This happened because they were sometimes like deaf people who could not hear what people were talking about. If called, they did not want to turn around. They also did not focus on interacting with other people. For example, he would answer if he was being spoken to, but his gaze was not on the person spoken to. Almost more than half of autistic children were unable to speak well. Their speech proned to be echolalia, literal, lack rhythm, lack vowels in the word produced, replacing or removing consonants contained in a word.

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Deniz, Emre, Gill Francis, Carole Torgerson, and Umar Toseeb. "Parent-mediated play‐based interventions to improve social communication and language skills of preschool autistic children: A systematic review and meta-analysis protocol." PLOS ONE 17, no. 8 (August 15, 2022): e0270153. http://dx.doi.org/10.1371/journal.pone.0270153.

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Early years interventions have shown to be effective in improving the social communication and language skills of autistic children. Therefore, various play-based interventions have been developed to support those developmental areas of autistic children. Although researchers have previously reported the overall effectiveness of different types of play-based interventions on the social communication and language skills of autistic children, no previous systematic reviews have yet evaluated the effectiveness of parent-mediated play-based interventions in preschool autistic children. The overarching aims of the study will be to (i) report the key characteristics and (ii) synthesise the results of studies evaluating parent-mediated play-based interventions targeting the social communication and language skills of preschool autistic children using experimental designs. A comprehensive search for and screening of the relevant studies published between 2000 and 2021 will be undertaken. To be included, studies will have to (i) use either a randomised control trial or quasi-experimental design, (ii) focus on preschool autistic children aged six years old or younger, (iii) deliver a play-based intervention in non-educational settings, and (iv) include at least one parent as the mediator of the intervention. Data extraction of all included studies will be undertaken using a specially devised template and they will also be assessed for risk of bias using an adapted form from the Cochrane Risk of Bias tool. The overall characteristics of the included studies will be reported and a narrative synthesis of the results of the included studies will be undertaken. A meta-analysis may be performed (if justified) to report the pooled effect size of the parent-mediated play-based interventions on the social communication and language skills of preschool autistic children. Trial registration: The current study protocol was pre-registered with the international prospective register of systematic reviews (PROSPERO: CRD42022302220).

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Levy, Elena T., and Carol A. Fowler. "How Autistic Children May Use Narrative Discourse to Scaffold Coherent Interpretations of Events: A Case Study." Imagination, Cognition and Personality 24, no. 3 (March 2005): 207–44. http://dx.doi.org/10.2190/eklh-bnmy-pc60-53jn.

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High-functioning autistic children often behave as if they fail to integrate information or seek out coherence. In this article we present a social-pragmatic account of this impairment, in which we propose that social and linguistic deficits tend to isolate autistic children from the experiences that promote the integration of information by other children. This hypothesis is based on the view that, in typical human development, language plays a central role in creating coherence, including the ability to infer the intentions of others. The proposal is supported by a case study of an autistic adolescent who, when provided with adult scaffolding as he repeatedly retells a story, shows the same kinds of changes shown by unimpaired, although younger, children. An implication is that the difficulty that autistic children have in pulling information together arises, in part, from problems with the narrative mode of discourse. We infer that, provided with the right kinds of language-use experiences, high-functioning autistic children may develop the ability to find coherence in the events they experience.

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Kasari, Connie, Marian Sigman, and Nurit Yirmiya. "Focused and social attention of autistic children in interactions with familiar and unfamiliar adults: A comparison of autistic, mentally retarded, and normal children." Development and Psychopathology 5, no. 3 (1993): 403–14. http://dx.doi.org/10.1017/s0954579400004491.

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AbstractThis study involved observations of children's behaviors in interactive situations with both familiar and unfamiliar partners. The greatest differences between the autistic and nonautistic children were in an unstructured situation where caregivers did not initiate interactions. In this situation, autistic children rarely looked to the partner or initiated social bids to the partner. They also were less focused on the toys available for play compared to nonautistic children. However, the autistic children were similar in their interactive responses to the partner in an adult-initiated social situation. Individual differences confirmed that more able autistic children in terms of cognitive and language abilities also engaged in greater social and communicative behavior with the partner. These findings suggest that the ways in which social deficits are manifested by autistic children are variable with respect to the context in which they are measured.

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Dias, Ana Paula Botelho Henriques, Marcio Moacyr de Vasconcelos, Heber de Souza Maia Filho, Adriana Rocha Brito, Giselle de Paula Teixeira Vairo, and Lourdes Bernadete Rocha de Souza. "Assessment of pragmatic language in verbal and nonverbal autistic children." Revista de Logopedia, Foniatría y Audiología 36, no. 1 (January 2016): 15–22. http://dx.doi.org/10.1016/j.rlfa.2015.02.001.

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SCHAFER, GRAHAM, TIM I. WILLIAMS, and PHILIP T. SMITH. "Which Words are Hard for Autistic Children to Learn?" Mind & Language 28, no. 5 (October 31, 2013): 661–98. http://dx.doi.org/10.1111/mila.12038.

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Page, J., and J. Boucher. "Motor impairments in children with autistic disorder." Child Language Teaching and Therapy 14, no. 3 (March 1, 1998): 233–59. http://dx.doi.org/10.1191/026565998673400901.

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Maksimović, Slavica, Maša Marisavljević, Nina Stanojević, Milica Ćirović, Silvana Punišić, Tatjana Adamović, Jelena Đorđević, Ivan Krgović, and Miško Subotić. "Importance of Early Intervention in Reducing Autistic Symptoms and Speech–Language Deficits in Children with Autism Spectrum Disorder." Children 10, no. 1 (January 6, 2023): 122. http://dx.doi.org/10.3390/children10010122.

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The intervention focused on starting treatment at an early age to develop the child’s full potential, which is known as early intervention. Given that autistic symptoms and language deficits occur at an early age and affect other areas of development in children with autistic spectrum disorder, we wanted to examine if early intervention is more effective in the reduction in autistic symptoms and language deficits in children aged 36–47 months old when compared to children 48–60 months old. The sample consisted of 29 children diagnosed with ASD who were admitted for integrative therapy. All participants were divided into two groups based on age: G1: 36–47 months old children, and G2: 48–60 months old children. To estimate the presence of autistic symptoms, we used the GARS-3, and for the assessment of speech–language abilities, we used the subscale Estimated Speech and Language Development (ESLD). Our results regarding the effect of the group on the difference in the scores at two time points showed that there was a statistically significant effect of the group on the reduction in autistic symptoms (p < 0.05) but no effect of the group on the differences in speech–language abilities between the two time points (p > 0.05). Our study highlights the importance of emphasizing the exact age when using the terms “early intervention” and “early development” in future studies and practice because it is necessary to determine and establish guidelines about which particular ages are crucial for starting treatment in certain developmental aspects.

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LORD, CATHERINE, and ANDREW PICKLES. "Language Level and Nonverbal Social-Communicative Behaviors in Autistic and Language-Delayed Children." Journal of the American Academy of Child & Adolescent Psychiatry 35, no. 11 (November 1996): 1542–50. http://dx.doi.org/10.1097/00004583-199611000-00024.

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He, Rugui. "The Intervention of Music Therapy on Behavioral Training of High-Functioning Autistic Children under Intelligent Health Monitoring." Applied Bionics and Biomechanics 2022 (May 13, 2022): 1–12. http://dx.doi.org/10.1155/2022/5766617.

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Autism is a serious and widespread developmental disorder in children. With the increase of autistic children every year, it is necessary to study a set of effective music therapy activities that can penetrate into life to help autistic children’s rehabilitation training. This paper aims to study the behavioral training of high-functioning autistic children with music therapy intervention under intelligent health monitoring. The autistic children were selected and divided into experimental group and control group. According to the psychological and physiological characteristics of five autistic children aged 5-7 years in the experimental group, the music therapy activity plan was designed, and the experimental intervention was carried out by combining individual music therapy and group music therapy. Compared with the control group, this paper explores the effect of music on the treatment of children with autism. The experimental results of this paper show that the language, social, cognitive, and behavioral problems of autistic children under music therapy under intelligent health monitoring have been significantly improved, and their emotional response ability has improved the most, increasing by 34%. Communication ability was next, increased by 20.3%; motor coordination ability increased by 20%; and cognitive ability improved by 11%. It can be explained that the four aspects of language, social interaction, cognition, and behavior have been significantly improved after music therapy.

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Höglund Carlsson, Lotta, Fritjof Norrelgen, Liselotte Kjellmer, Joakim Westerlund, Christopher Gillberg, and Elisabeth Fernell. "Coexisting Disorders and Problems in Preschool Children with Autism Spectrum Disorders." Scientific World Journal 2013 (2013): 1–6. http://dx.doi.org/10.1155/2013/213979.

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Objectives. To analyze cooccurring disorders and problems in a representative group of 198 preschool children with autism spectrum disorders (ASD) who had had interventions at a specialized habilitation center.Methods. Parents and children were seen by a research team. Data were based on parental interviews, pediatric assessments, and tests of the child. Information on autistic symptoms, general cognitive function, speech and language, motor function, epilepsy, vision, hearing, activity level, behavior, and sleep was collected.Results. Three ASD categories were used: (1) autistic disorder (AD), (2) autistic-like condition (ALC) or Asperger syndrome, and (3) one group with autistic symptoms/traits but not entirely all its criteria met for ASD. Children with autism had a mean of 3.2 coexisting disorders or problems, the ALC/Asperger group had a mean of 1.6, and children with autistic traits had a mean of 1.6. The most common disorder/problems in the total group pertained to language problems (78%), intellectual disability (ID) (49%), below average motor function (37%), and severe hyperactivity/ADHD (33%).Conclusions. The results accord with the concept of early symptomatic syndromes eliciting neurodevelopmental clinical examination (ESSENCE), and highlight the need of considering ASD in a broad perspective taking also other cooccurring developmental disorders into account.

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Dean, Olivia M., Kylie M. Gray, Kristi-Ann Villagonzalo, Seetal Dodd, Mohammadreza Mohebbi, Tanya Vick, Bruce J. Tonge, and Michael Berk. "A randomised, double blind, placebo-controlled trial of a fixed dose of N-acetyl cysteine in children with autistic disorder." Australian & New Zealand Journal of Psychiatry 51, no. 3 (July 11, 2016): 241–49. http://dx.doi.org/10.1177/0004867416652735.

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Objective: Oxidative stress, inflammation and heavy metals have been implicated in the aetiology of autistic disorder. N-acetyl cysteine has been shown to modulate these pathways, providing a rationale to trial N-acetyl cysteine for autistic disorder. There are now two published pilot studies suggesting efficacy, particularly in symptoms of irritability. This study aimed to explore if N-acetyl cysteine is a useful treatment for autistic disorder. Method: This was a placebo-controlled, randomised clinical trial of 500 mg/day oral N-acetyl cysteine over 6 months, in addition to treatment as usual, in children with a Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision diagnosis of autistic disorder. The study was conducted in Victoria, Australia. The primary outcome measures were the Social Responsiveness Scale, Children’s Communication Checklist–Second Edition and the Repetitive Behavior Scale–Revised. Additionally, demographic data, the parent-completed Vineland Adaptive Behavior Scales, Social Communication Questionnaire and clinician-administered Autism Diagnostic Observation Schedule were completed. Results: A total of 102 children were randomised into the study, and 98 (79 male, 19 female; age range: 3.1–9.9 years) attended the baseline appointment with their parent/guardian, forming the Intention to Treat sample. There were no differences between N-acetyl cysteine and placebo-treated groups on any of the outcome measures for either primary or secondary endpoints. There was no significant difference in the number and severity of adverse events between groups. Conclusion: This study failed to demonstrate any benefit of adjunctive N-acetyl cysteine in treating autistic disorder. While this may reflect a true null result, methodological issues particularly the lower dose utilised in this study may be confounders.

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Hussain, Azham, Emmanuel O. C. Mkpojiogu, and Pauline Chiamaka Okoroafor. "Assisting Children with Autism Spectrum Disorder with Educational Mobile Apps to Acquire Language and Communication Skills: A Review." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 06 (March 30, 2021): 161. http://dx.doi.org/10.3991/ijim.v15i06.20621.

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This systematic literature review was set out to review available literature on autism spectrum disorder and educational mobile apps with the aim of investigating available educational mobile app and how teachers can utilize these apps in assisting autistic children in acquiring language and communication skills. In order to achieve the aim of the study, the researchers employed a systematic method of investigation. Fifty papers in the areas of autism, educational apps and teaching method for autistic children were downloaded. Twenty-six were carefully selected because of their relevance to the study. The papers were analyzed and the result showed that there are available educational apps that are effective in helping autistic children in acquiring language and communication skills.

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Odermatt, Salome D., Wenke Möhring, Silvia Grieder, and Alexander Grob. "Cognitive and Developmental Functions in Autistic and Non-Autistic Children and Adolescents: Evidence from the Intelligence and Development Scales–2." Journal of Intelligence 10, no. 4 (November 21, 2022): 112. http://dx.doi.org/10.3390/jintelligence10040112.

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Autistic individuals often show impairments in cognitive and developmental domains beyond the core symptoms of lower social communication skills and restricted repetitive behaviors. Consequently, the assessment of cognitive and developmental functions constitutes an essential part of the diagnostic evaluation. Yet, evidence on differential validity from intelligence and developmental tests, which are commonly used with autistic individuals, varies widely. In the current study, we investigated the cognitive (i.e., intelligence, executive functions) and developmental (i.e., psychomotor skills, social–emotional skills, basic skills, motivation and attitude, participation during testing) functions of autistic and non-autistic children and adolescents using the Intelligence and Development Scales–2 (IDS-2). We compared 43 autistic (Mage = 12.30 years) with 43 non-autistic (Mage = 12.51 years) participants who were matched for age, sex, and maternal education. Autistic participants showed significantly lower mean values in psychomotor skills, language skills, and the evaluation of participation during testing of the developmental functions compared to the control sample. Our findings highlight that autistic individuals show impairments particularly in motor and language skills using the IDS-2, which therefore merit consideration in autism treatment in addition to the core symptoms and the individuals’ intellectual functioning. Moreover, our findings indicate that particularly motor skills might be rather neglected in autism diagnosis and may be worthy of receiving more attention. Nonsignificant group differences in social–emotional skills could have been due to compensatory effects of average cognitive abilities in our autistic sample.

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