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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: ISSN: 2515-2459 ; EISSN: 2515-2467 ; Advances in Methods and Practices in Psychological Science ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02509817 ; Advances in Methods and Practices in Psychological Science, [Thousand Oaks]: [SAGE Publications], 2020, 3 (1), pp.24-52. ⟨10.1177/2515245919900809⟩ (2020)
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Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
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Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency
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| 5 |
'Reading First kindergarten classroom instruction and students'' growth in phonological awareness and letter naming–decoding fluency'
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| 8 |
A quantitative and qualitative analysis of the impact of high school marine science curricula and instructional strategies on science literacy of students.
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A SOURCEBOOK ON THE CATHARSIS CONTROVERSY (ARISTOTLE, "POETICS"; GREECE).
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| 10 |
Language Input Intervention Using Visual Feedback: Impact on Adult Words Delivered to at-Risk Bilingual Children
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| 11 |
Early Social Interaction Project for Toddlers with Autism Spectrum Disorder: Effects on Parent Synchronous Language
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| 12 |
RELATIONSHIP BETWEEN FIELD-DEPENDENT AND FIELD-INDEPENDENT COGNITIVE STYLES AND PERSISTENCE AND PERFORMANCE IN AN INSTRUCTIONAL TELEVISION CURRICULUM (LEARNING STYLES, FLORIDA)
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| 13 |
Intergenerational transmission of alcoholism: Environmental and identity variables
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| 15 |
FAMILY LIFE EDUCATION: KNOWLEDGE, ATTITUDES, AND BEHAVIOR AMONG UNDERGRADUATE COLLEGE STUDENTS AT THE UNIVERSITY OF PUERTO RICO
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| 16 |
AN INVESTIGATION OF THE USE OF HUMOR AS A TEACHING STRATEGY IN AMERICAN HISTORY CLASSES
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| 17 |
Vocalizations of Children with Autism Spectrum Disorders Late in the Second Year of Life
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Abstract:
Impairment in communication is a primary diagnostic feature of autism spectrum disorders (ASD), however relatively little is known about the early communication development of children with ASD. Vocalizations, which typically begin to emerge within the first year of life, are therefore an area of communication prime for research as a potential behavioral marker of ASD which can be assessed early in life. The purpose of this study was to compare differences in the vocalizations of children between 18 and 24 months of age later diagnosed with ASD (n = 50), a mentally and chronologically age-matched group of children with developmental delay (DD; n = 25), and a chronologically age-matched group of children with typical development (TD; n = 50). In addition, for children with ASD, concurrent and predictive relationships between vocalizations and developmental level were investigated. Precise measures of vocalizations were obtained through systematic observation of videotaped behavior samples from the Communication and Symbolic Scales Developmental Profile (Wetherby & Prizant, 2002). Children with ASD used significantly fewer vocalizations and a lower proportion of vocalizations with consonants than children with TD. In addition, children with ASD used a significantly higher proportion of atypical vocalizations than children with TD and a significantly higher proportion of distress vocalizations than both children with TD and DD. For the ASD group, the frequency of vocalizations and the frequency of vocalizations containing recognizable speech sounds correlated significantly with developmental levels in both the second and third years. In addition, communicative vocalizations late in the second year were found to uniquely predict expressive language outcome at age 3 over and above noncommunicative vocalizations. Overall, the results of this study indicated that by 18 to 24 months of age many vocalization measures significantly differentiate children with ASD from children with TD, with a higher proportion of distress vocalization differentiating children with ASD from both children with TD and DD. The importance of communicative vocalizations for later language development is highlighted by the results of this investigation. This study will contribute to the understanding of early vocal communication in children with ASD and assist in early identification. ; A Dissertation submitted to the Department of Communication Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Degree Awarded: Fall Semester, 2008. ; Date of Defense: July 18, 2008. ; Vocalizations, Autism, Early Identification, Expressive Language ; Includes bibliographical references. ; Amy Wetherby, Professor Directing Dissertation; Mary Frances Hanline, Outside Committee Member; Michelle Bourgeois, Committee Member; Juliann Woods, Committee Member.
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Keyword:
Communicative disorders
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A168801/datastream/TN/view/Vocalizations%20of%20Children%20with%20Autism%20Spectrum%20Disorders%20Late%20in%20the%20Second%20Year%20of%20%20%20%20%20%20%20%20%20%20Life.jpg
http://purl.flvc.org/fsu/fd/FSU_migr_etd-0636
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| 18 |
Vocabulary Mediation in the Second Language Classroom: An Exploratory Study
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| 19 |
Writing Memory: The Latino Community and Continuity in the Writings of Julia Alvarez, Judith Ortiz Cofer, and Achy Obejas.
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