Article

Social Communication Profiles of Children with Autism Spectrum Disorders Late in the Second Year of Life

Department of Communication Disorders, Florida State University, RRC 107, Tallahassee, FL 32306-7814, USA.
Journal of Autism and Developmental Disorders (Impact Factor: 3.34). 06/2007; 37(5):960-75. DOI: 10.1007/s10803-006-0237-4
Source: PubMed

ABSTRACT This study examined social communication profiles from behavior samples videotaped between 18 and 24 months of age in three groups of children: 50 with autism spectrum disorders (ASD), 23 with developmental delays (DD), and 50 with typical development (TD). The ASD group scored significantly lower than the DD group on 5 social communication measures and the TD group on all 14 measures, indicating distinct profiles late in the second year. Understanding was the strongest predictor of developmental level and behavior regulation and inventory of gestures were the strongest predictors of autism symptoms at 3 years of age. The predictive relations suggest five pivotal skills late in the second year that have a cascading effect on outcomes of children with ASD.

Full-text

Available from: Lindee Morgan, Nov 14, 2014
4 Followers
 · 
220 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The aim of this study was to compare the efficacy with which the use of a speech generating device (Apple iPadTM with GoTalk NowTM application) versus a communication board promoted the production of two-symbols combinations (agent-action and attribute-entity combinations) by children limited speech within a shared story reading context. Four children between the ages of 6;8 (years; months) and 11;4 with severe motor speech disorders and a variety of developmental disabilities participated in the study. An adapted alternating treatment design was used. All four participants showed increased production of two-symbol combinations in both intervention conditions. The Wilcoxon ranked pairs test did not show differences between the conditions for any participant. The results suggest that symbol combination skills can effectively be taught using either AAC system. A preference assessment indicated that all participants preferred to use the speech generating device during shared story reading.
    Journal of Developmental and Physical Disabilities 01/2015; DOI:10.1007/s10882-015-9425-5 · 0.89 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Gestures may differentiate infants with autism or other developmental disabilities (DD) from typical development (TD), and account for variability in later communication. Objectives: Gestures of infants with autism, DD, or TD at Time 1 (9-12 months) and Time 2 (15-18 months) were examined to: (1) determine group differences in behavior regulation (BR), joint attention (JA), and social interaction (SI) gestures; (2) compare developmental trajectories of gestures; and (3) use infant gestures to predict preschool communication. Methods: Parents of preschoolers provided home videos of their children as infants. Children’s preschool skills were assessed using the Vineland. Representative video segments were coded for BR, JA and SI gestures at Times 1 and 2. At Time 1, n=31 autism, 18 DD, and 30 TD; at Time 2, n=21 autism, 12 DD, and 12 TD; at both time points, n=19 autism, 5 DD, and 12 TD. Results: (1) Multivariate analyses yielded significant group effects for BR and JA at Time 1, and for BR, SI, and JA at Time 2. Post-hoc analyses showed infants with autism and DD were similar at Time 1, but differentiated by Time 2. (2) For BR, growth slopes from Time 1 to Time 2 were similar for autism and TD. For SI and JA, slopes were similar for DD and TD, but flatter for autism. (3) For the autism group, gestures at Time 1 accounted for significant variance in preschool Vineland Communication (R2 =.29, F=3.96, p=.018). Conclusions: Limited BR and JA gestures at 9-12 months are associated with both autism and DD. Autism-specific deficits in JA are apparent at 15-18 months. Infants with autism may also be distinguishable by slowed growth of both SI and JA gestures in the first half of the 2nd year. Gestures of infants with autism around one year predict preschool communication.
    International Meeting for Autism Research 2008; 05/2008
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Eighty-seven preschoolers with autism spectrum disorders who were initially nonverbal (under 6 words in language sample and under 21 parent-reported words said) were assessed at five time points over 16 months. Statistical models that accounted for the intercorrelation among nine theoretically- and empirically-motivated predictors, as well as two background variables (i.e., cognitive impairment level, autism severity), were applied to identify value-added predictors of expressive and receptive spoken language growth and outcome. The results indicate that responding to joint attention, intentional communication, and parent linguistic responses were value-added predictors of both expressive and receptive spoken language growth. In addition, consonant inventory was a value-added predictor of expressive growth; early receptive vocabulary and autism severity were value-added predictors of receptive growth.
    Journal of Autism and Developmental Disorders 04/2015; 45(5):1254-1270. DOI:10.1007/s10803-014-2286-4 · 3.34 Impact Factor