Person-Centred (Deictic) Expressions and Autism

We employed semi-structured tests to determine whether children with autism produce and comprehend deictic (person-centred) expressions such as ‘this’/‘that’, ‘here’/‘there’ and ‘come’/‘go’, and whether they understand atypical non-verbal gestural deixis in the form of directed head-nods to indicate location. In Study 1, most participants spontaneously produced deictic terms, often in conjunction with pointing. Yet only among children with autism were there participants who referred to a location that was distal to themselves with the terms ‘this’ or ‘here’, or made atypical points with unusual precision, often lining-up with an eye. In Study 2, participants with autism were less accurate in responding to instructions involving contrastive deictic terms, and fewer responded accurately to indicative head nods.

from the Journal of Autism and Developmental Disorders

Evaluation of the Efficacy of Communication-Based Treatments for Autism Spectrum Disorders

This literature review examines the present level of evidence in support of communication-based treatments for children with autism spectrum disorders. Reviews to date have reported on research published through 2002. The current article included 36 studies published between 2002 and 2007. Best available evidence is presented for seven treatment categories: applied behavior analysis, naturalistic behavioral, developmental, classroom-based, video modeling, social skills, and augmentative and alternative communication. Findings indicate that empirical support has been obtained for the efficacy of several methods, whereas other methods remain in an exploratory stage of investigation.

from Communications Disorders Quarterly

Neuroanatomical differences in brain areas implicated in perceptual and other core features of autism revealed by cortical thickness analysis and voxel-based morphometry

Autism spectrum disorder is a complex neurodevelopmental variant thought to affect 1 in 166 [Fombonne ([2003]): J Autism Dev Disord 33:365-382]. Individuals with autism demonstrate atypical social interaction, communication, and repetitive behaviors, but can also present enhanced abilities, particularly in auditory and visual perception and nonverbal reasoning. Structural brain differences have been reported in autism, in terms of increased total brain volume (particularly in young children with autism), and regional gray/white matter differences in both adults and children with autism, but the reports are inconsistent [Amaral et al. (2008): Trends Neurosci 31:137-145]. These inconsistencies may be due to differences in diagnostic/inclusion criteria, and age and Intelligence Quotient of participants. Here, for the first time, we used two complementary magnetic resonance imaging techniques, cortical thickness analyses, and voxel-based morphometry (VBM), to investigate the neuroanatomical differences between a homogenous group of young adults with autism of average intelligence but delayed or atypical language development (often referred to as high-functioning autism), relative to a closely matched group of typically developing controls. The cortical thickness and VBM techniques both revealed regional structural brain differences (mostly in terms of gray matter increases) in brain areas implicated in social cognition, communication, and repetitive behaviors, and thus in each of the core atypical features of autism. Gray matter increases were also found in auditory and visual primary and associative perceptual areas. We interpret these results as the first structural brain correlates of atypical auditory and visual perception in autism, in support of the enhanced perceptual functioning model [Mottron et al. (2006): J Autism Dev Disord 36:27-43]. Hum Brain Mapp, 2009. © 2009 Wiley-Liss, Inc.

from Human Brain Mapping

Further Empirical Data on the Psychoeducational Profile-Revised (PEP-R): Reliability and Validation with the Vineland Adaptive Behavior Scales

Abstract The PEP-R (psychoeducational profile revised) is an instrument that has been used in many countries to assess abilities and formulate treatment programs for children with autism and related developmental disorders. To the end to provide further information on the PEP-R’s psychometric properties, a large sample (N = 137) of children presenting Autistic Disorder symptoms under the age of 12 years, including low-functioning individuals, was examined. Results yielded data of interest especially in terms of: Cronbach’s alpha, interrater reliability, and validation with the Vineland Adaptive Behavior Scales. These findings help complete the instrument’s statistical description and augment its usefulness, not only in designing treatment programs for these individuals, but also as an instrument for verifying the efficacy of intervention.

from the Journal of Autism and Developmental Di

Behavior Predictors of Language Development Over 2 Years in Children With Autism Spectrum Disorders

Purpose: This exploratory study examined predictive relationships between 5 types of behaviors and the trajectories of vocabulary and language development in young children with autism over 2 years.

Method: Participants were 69 children with autism assessed using standardized measures prior to the initiation of early intervention (T1) and 6 months (T2), 12 months (T3), and 24 months (T4) later. Growth curve modeling examined the extent to which behaviors at T1 and changes in behaviors between T1 and T2 predicted changes in development from T1 to T4.

Results: Regardless of T1 nonverbal IQ and autism severity, high scores for inattentive behaviors at T1 predicted lower rates of change in vocabulary production and language comprehension over 2 years. High scores for social unresponsiveness at T1 predicted lower rates of change in vocabulary comprehension and production and in language comprehension over 2 years. Scores for insistence on sameness behaviors, repetitive stereotypic motor behaviors, and acting-out behaviors at T1 did not predict the rate of change of any child measure over 2 years beyond differences accounted for by T1 autism severity and nonverbal IQ status.

from the Journal of Speech, Language, and Hearing Research

Communicative Acts of Children With Autism Spectrum Disorders in the Second Year of Life

Method: Communicative acts were examined in 125 children 18 to 24 months of age: 50 later diagnosed with ASD; 25 with developmental delays (DD); and 50 with typical development (TD). Precise measures of rate, functions, and means of communication were obtained through systematic observation of videotaped behavior samples from the Communication and Symbolic Behavior Scales Developmental Profile (A. Wetherby & B. Prizant, 2002).

Results: Children with ASD communicated at a significantly lower rate than children with DD and TD. The ASD group used a significantly lower proportion of acts for joint attention and a significantly lower proportion of deictic gestures with a reliance on more primitive gestures compared with the DD and TD groups. Children with ASD who did communicate for joint attention were as likely as other children to coordinate vocalizations, eye gaze, and gestures. Rate of communicative acts and joint attention were the strongest predictors of verbal outcome at age 3.

Conclusion: By 18 to 24 months of age, children later diagnosed with ASD showed a unique profile of communication, with core deficits in communication rate, joint attention, and communicative gestures.

from the Journal of Speech, Language, and Hearing Research

Qualitative aspects of developmental language impairment relate to language and literacy outcome in adulthood

Outcomes & Results: Adults with a history of SLI had persisting language impairment as well as considerable literacy difficulties. Pragmatic deficits also appeared to develop over time in these individuals. The PLI group had enduring difficulties with language use, but presented with relatively intact language and literacy skills. Although there were some similarities in the language profile of the PLI and ASD groups, the ASD group was found to have more severe pragmatic deficits and parent-reported linguistic difficulties in conversational speech.

Conclusions & Implications: The pattern of deficits observed in different subtypes of developmental language disorder persists into adulthood. The findings highlight the importance of a wide-ranging clinical assessment in childhood, which may provide an indication of outcome in adulthood.

from the International Journal of Language and Communication Disorders

The relevance of visual prosody for studies in language and speech-language pathology

I support Pepp’s (2009) claim that prosody should be put on the research agenda of those working on aspects of language and speech-language pathology. But while her lead article mainly focuses on auditory forms of prosody, such as intonation, rhythm and voice quality, I argue that visual forms of prosody, in particular facial expressions, also need to be explored in this domain. Indeed, both variations in the voice and face are part of a speaker’s expressive style, and are picked up as communicatively relevant cues by addressees. At the same time, there is preliminary evidence from studies of people with autism to suggest that they may have problems both with the production and comprehension of visual forms of prosody, and have difficulties to integrate input from different modalities. And finally, I propose a game-based paradigm which is potentially useful for the diagnosis and therapy of people who experience problems with the use of facial expressions in their social and linguistic interactions.

from the International Journal of Speech-Language Pathology

The relevance of visual prosody for studies in language and speech-language pathology

I support Pepp’s (2009) claim that prosody should be put on the research agenda of those working on aspects of language and speech-language pathology. But while her lead article mainly focuses on auditory forms of prosody, such as intonation, rhythm and voice quality, I argue that visual forms of prosody, in particular facial expressions, also need to be explored in this domain. Indeed, both variations in the voice and face are part of a speaker’s expressive style, and are picked up as communicatively relevant cues by addressees. At the same time, there is preliminary evidence from studies of people with autism to suggest that they may have problems both with the production and comprehension of visual forms of prosody, and have difficulties to integrate input from different modalities. And finally, I propose a game-based paradigm which is potentially useful for the diagnosis and therapy of people who experience problems with the use of facial expressions in their social and linguistic interactions.

from the International Journal of Speech-Language Pathology

A Review of the Efficacy of the Picture Exchange Communication System Intervention

Abstract The Picture Exchange Communication System (PECS) is a communication program that has become widely used, especially with children with autism. This paper reports the results of a review of the empirical literature on PECS. A descriptive review is provided of the 27 studies identified, which included randomized controlled trials (RCTs), other group designs and single subject studies. For 10 appropriate single subject designs the percentage of nonoverlapping data (PND) and percentage exceeding median (PEM) metrics were examined. While there are few RCTs, on balance, available research provides preliminary evidence that PECS is readily learned by most participants and provides a means of communication for individuals with little or no functional speech. Very limited data suggest some positive effect on both social-communicative and challenging behaviors, while effects on speech development remain unclear. Directions for future research are discussed including the priority need for further well-conducted RCTs.

from the Journal of Autism and Developmental Disorders

Brief Report: Using Individualized Orienting Cues to Facilitate First-Word Acquisition in Non-Responders with Autism

Abstract Though considerable progress has been made in developing techniques for improving the acquisition of expressive verbal communication in children with autism, research has documented that 10–25% still fail to develop speech. One possible technique that could be significant in facilitating responding for this nonverbal subgroup of children is the use of orienting cues. Using a multiple baseline design, this study examined whether individualized orienting cues could be identified, and whether their presentation would result in verbal expressive words. The results suggest that using individualized orienting cues can increase correct responding to verbal models as well as subsequent word use. Theoretical and applied implications of orienting cues as they relate to individualized programming for children with autism are discussed.

from the Journal of Autism and Developmental Disorders

Laughter Differs in Children with Autism: An Acoustic Analysis of Laughs Produced by Children With and Without the Disorder

Abstract Few studies have examined vocal expressions of emotion in children with autism. We tested the hypothesis that during social interactions, children diagnosed with autism would exhibit less extreme laugh acoustics than their nonautistic peers. Laughter was recorded during a series of playful interactions with an examiner. Results showed that children with autism exhibited only one type of laughter, whereas comparison participants exhibited two types. No group differences were found for laugh duration, mean fundamental frequency (F0) values, change in F0, or number of laughs per bout. Findings are interpreted to suggest that children with autism express laughter primarily in response to positive internal states, rather than using laughter to negotiate social interactions.

from the Journal of Autism and Developmental Disorders

Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC

The purpose of this study was to compare two conditions for teaching two children with autism (ages 4;10 and 5;4) who used Augmentative and Alternative Communication (AAC) to point to the printed letter that corresponded to the spoken letter sounds of /t/ and /m/. In one condition (gradual array), the printed letter was first presented in isolation and then distracter letters were gradually introduced. In the other condition (fixed array), the printed letter was immediately presented in combination with seven distracter letters. Using an alternating treatment design, results revealed that the fixed array condition resulted in a faster rate of acquisition of target skills for both participants. Implications and directions for future research are discussed.

from AAC: Augmentative and Alternative Communication

Laughter Differs in Children with Autism: An Acoustic Analysis of Laughs Produced by Children With and Without the Disorder

Abstract Few studies have examined vocal expressions of emotion in children with autism. We tested the hypothesis that during social interactions, children diagnosed with autism would exhibit less extreme laugh acoustics than their nonautistic peers. Laughter was recorded during a series of playful interactions with an examiner. Results showed that children with autism exhibited only one type of laughter, whereas comparison participants exhibited two types. No group differences were found for laugh duration, mean fundamental frequency (F0) values, change in F0, or number of laughs per bout. Findings are interpreted to suggest that children with autism express laughter primarily in response to positive internal states, rather than using laughter to negotiate social interactions.

from the Journal of Autism and Developmental Disorders

Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC

The purpose of this study was to compare two conditions for teaching two children with autism (ages 4;10 and 5;4) who used Augmentative and Alternative Communication (AAC) to point to the printed letter that corresponded to the spoken letter sounds of /t/ and /m/. In one condition (gradual array), the printed letter was first presented in isolation and then distracter letters were gradually introduced. In the other condition (fixed array), the printed letter was immediately presented in combination with seven distracter letters. Using an alternating treatment design, results revealed that the fixed array condition resulted in a faster rate of acquisition of target skills for both participants. Implications and directions for future research are discussed.

from AAC: Augmentative and Alternative Communication