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E-raamat: Developmental Profiles in Autism Spectrum Disorder: Theoretical and methodological implications

(Università degli Studi di Milano Bicocca)
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Developmental Profiles in Autism Spectrum Disorder: Theoretical and methodological implicationsSuurem pilt
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This book presents the current state of knowledge and recent advances on three topics in research on Autism Spectrum Disorder (ASD): the (debated) existence of profiles of abilities, the role of bilingualism, and the impact of interactive technologies. It includes six chapters that cover: a review of morphosyntactic and phonological abilities in monolingual and bilingual children on the autism spectrum; the relation between extra-linguistic factors – intellectual abilities, severity of autism trait – and language skills; an experimental study that aims to identify profiles in children with autism; and current advances on the use of interactive technologies for assessing and training language abilities in ASD. This book will be useful to anyone interested in language acquisition and language development in autism.
List of tables
xiii
List of figures
xv
Acknowledgments xvii
Preface xix
List of most frequent acronyms and abbreviations
xxi
Chapter 1 Basic concepts
1(13)
1.1 Autism Spectrum Disorder: Definition and diagnostic criteria
1(2)
1.2 Studying heterogeneity in autism
3(2)
1.3 Main topics of the present work
5(7)
1.3.1 Linguistic and intellectual abilities in ASD: How are they currently defined?
6(4)
1.3.2 Growing up with two languages: Bilingualism in ASD
10(1)
1.3.3 Interactive technologies: A novel approach for training language abilities in ASD
11(1)
1.4 Structure of the book
12(2)
Chapter 2 Structural language and Autism Spectrum Disorder
14(69)
2.1 Introduction
14(1)
2.2 Heterogeneity of language abilities in ASD: How to disentangle it?
14(4)
2.3 Pragmatics in ASD
18(6)
2.4 Structural language in ASD: Some methodological considerations
24(4)
2.4.1 Terminology
26(2)
2.5 Scoping Review on structural language abilities in ASD
28(4)
2.5.1 Search strategy, inclusion criteria and coding system
29(3)
2.6 Structural language abilities in monolingual children on the autism spectrum
32(35)
2.6.1 Articulation and Phonology in children on the autism spectrum
32(1)
2.6.1.1 Articulatory abilities in children on the autism spectrum
33(2)
2.6.1.2 Phonological abilities in children on the autism spectrum
35(4)
2.6.2 General conclusion on articulatory and phonological abilities in children on the autism spectrum
39(3)
2.6.3 Morphosyntax in children on the autism spectrum
42(2)
2.6.3.1 Morphosyntactic abilities in children without intellectual impairment on the autism spectrum
44(1)
2.6.3.1.1 Studies comparing morphosyntactic abilities in autistic children without intellectual impairment and TD children
44(6)
2.6.3.1.2 Studies comparing morphosyntactic abilities in children with ASD-LI and children with DLD
50(1)
2.6.3.1.3 Structural language in ASD: Is there an overlap with DLD?
50(2)
2.6.3.1.4 Studies comparing morphosyntactic abilities in ASD-LI without intellectual impairment and children with DLD
52(3)
2.6.3.2 Morphosyntactic abilities in autistic children with intellectual impairment
55(1)
2.6.3.2.1 Morphosyntactic abilities in autistic children with and without intellectual impairment
56(4)
2.6.3.2.2 Evaluation of morphosyntactic performance in studies including both autistic children with and without intellectual impairment and children with DLD
60(5)
2.6.4 General conclusions on morphosyntactic abilities in children on the autism spectrum
65(2)
2.7 General conclusions on structural language abilities in monolingual children on the autism spectrum
67(2)
2.8 Structural language abilities in bilingual children on the autism spectrum
69(11)
2.8.1 Introduction: What do we know about bilingualism in ASD
69(2)
2.8.2 Morphosyntactic abilities in bilingual children on the autism spectrum
71(6)
2.8.3 General conclusions on morphosyntactic abilities in bilingual children on the autism spectrum
77(3)
2.8.4 The case of the Savant Christopher
80(1)
2.9 General conclusions on structural language abilities in bilingual children on the autism spectrum
80(3)
Chapter 3 Repetition Tasks for evaluating language abilities in monolingual and bilingual children on the autism spectrum
83(43)
3.1 Introduction
83(3)
3.2 Exploring performance of monolingual and bilingual children on the autism spectrum via NWR and SR
86(34)
3.2.1 Nonword Repetition (NWR) Tasks
86(2)
3.2.1.1 Studies employing NWR tasks
88(6)
3.2.2 General conclusions on NWR tasks
94(9)
3.2.3 Final remarks and limitation of studies using NWR tasks
103(1)
3.2.4 Sentence Repetition (SR) Tasks
104(2)
3.2.4.1 Literature review on studies that employed SR tasks
106(3)
3.2.5 General conclusions on SR tasks
109(10)
3.2.6 Final remarks and limitation of studies using SR tasks
119(1)
3.3 General conclusions on structural language abilities in monolingual and bilingual children on the autism spectrum: The use of repetition tasks
120(2)
3.4 Summary and concluding remarks
122(4)
Chapter 4 Intelligence profiles in Autism Spectrum Disorder
126(31)
4.1 Introduction
126(2)
4.2 What do we know about intelligence in autism?
128(14)
4.2.1 Performance of children on the autism spectrum: Discrepancies between RPM and FSIQ (WISC-IV)
132(1)
4.2.2 Performance of children on the autism spectrum: Discrepancies between indices of the WISC-IV
133(3)
4.2.3 Intellectual abilities in bilingual children on the autism spectrum
136(3)
4.2.4 RPM and PRI: Most appropriate tools?
139(2)
4.2.5 Conclusions for the evaluation of autistic intelligence
141(1)
4.3 How intellectual abilities have been evaluated in studies assessing language abilities in children on the autism spectrum
142(14)
4.3.1 Evaluation of intellectual abilities in studies assessing language skills in children on the autism spectrum: Description, limitations and hypothesis for the present study
143(13)
4.4 General conclusions and direction of research for the present study
156(1)
Chapter 5 Autism severity and developmental factors
157(9)
5.1 Introduction
157(1)
5.2 Autism severity and linguistic/intellectual abilities: What do we know from currently used measures?
158(5)
5.3 ADOS calibrated severity scores and CARS: The most appropriate measures
163(1)
5.4 Developmental factors
164(2)
Chapter 6 Profiles in children on the autism spectrum: Insights from research
166(24)
6.1 Introduction
166(1)
6.2 The experimental study
167(19)
6.2.1 Materials and methods
167(1)
6.2.1.1 Participants
168(1)
6.2.1.2 Experimental language tasks
168(1)
6.2.1.2.1 LITMUS-NWR-French
169(3)
6.2.1.2.2 LITMUS-SR-French
172(2)
6.2.1.2.3 LITMUS-tasks: Data collection, procedure and coding
174(3)
6.2.1.3 NV tasks
177(1)
6.2.1.4 Severity of autism scores and developmental factors
178(1)
6.2.2 Data analysis
178(1)
6.2.3 Results
179(1)
6.2.3.1 Reducing the number of factors in describing language and nonverbal ability profiles: PCA
179(2)
6.2.3.2 Interim discussion
181(1)
6.2.3.3 Cluster analyses
181(5)
6.3 General conclusions and discussion
186(4)
Chapter 7 Interactive technologies for training language skills in children on the autism spectrum
190(18)
7.1 Introduction
190(1)
7.2 Interactive technologies for children on the autism spectrum
191(3)
7.3 Interactive technologies for training language abilities in children on the autism spectrum
194(9)
7.3.1 Computer-based applications
195(3)
7.3.1.1 Advantages in using computer-based applications for training language skills in children on the autism spectrum
198(1)
7.3.2 SAR for children on the autism spectrum
199(2)
7.3.2.1 Advantages in using SAR for training language skills in children on the autism spectrum
201(1)
7.3.3 (Embodied) Conversational Agents
201(1)
7.3.3.1 Advantages of using ECA for training language skills in children on the autism spectrum
202(1)
7.4 How to integrate interactive technology into speech therapy: The need of a multidisciplinary approach
203(4)
7.5 Conclusions
207(1)
Chapter 8 Conclusions
208(17)
References 225(38)
Subject Index 263(2)
Language Index 265
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