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Joint Engagement in Children With FXS (Hahn et al., 2016) ...
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Joint Engagement in Children With FXS (Hahn et al., 2016) ...
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Predicting progress in word learning for children with autism and minimal verbal skills
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In: J Neurodev Disord (2021)
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Developmental Trajectory of Communication Repair in Children with Fragile X Syndrome
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In: Autism Dev Lang Impair (2020)
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Communication in Young Children with Fragile X Syndrome: A Qualitative Study of Mothers’ Perspectives
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Developmental trajectory of communication repair in children with Fragile X Syndrome
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Communicative Use of Triadic Eye Gaze in Children With Down Syndrome, Autism Spectrum Disorder, and Other Intellectual and Developmental Disabilities
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In: Am J Speech Lang Pathol (2019)
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Alternative Receptive Language Assessment Modalities and Stimuli for Children with ASD who are Minimally Verbal
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Abstract:
There are very few receptive language measures that are appropriate for children with autism spectrum disorders (ASD) who have minimal verbal skills. The primary aim of this study was to evaluate and compare alternative modalities and stimuli used to measure receptive language skills in children with ASD who are minimally verbal. This study systematically compared participants' outcomes on three different receptive language assessment conditions: a picture-based standardized assessment, a touchscreen assessment, and an assessment that used real-object stimuli. A secondary aim of this study was to examine how individual characteristics such as cognition, maladaptive behavior, autism symptomology, and gesture use impact performance on assessment conditions. A tertiary aim involved the use of an intermodal preferential looking paradigm (IPLP) to determine whether eye gaze data may provide additional, implicit information about word comprehension for children with ASD. Twenty-seven students between the ages of 3 and 12 who had minimal verbal skills and a diagnosis of ASD participated in this study. Results from a crossed-random effects model showed that participants’ scores in the real-object assessment condition were significantly higher than in the standardized condition, and marginally higher than scores in the touchscreen assessment. Together, cognition and fine motor skills accounted for 44% of the variance in participants’ scores. IPLP data revealed that participants spent more time looking at target stimuli rather than foil stimuli in 36% of no-response trials. Clinical implications of these findings are discussed.
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Keyword:
Autism Spectrum Disorders; Children; Minimal Verbal Skills; Receptive Language; Speech therapy
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URL: http://hdl.handle.net/1808/31353 http://dissertations.umi.com/ku:16679
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Comparing the Effects of Speech-Generating Device Display Organization on Symbol Comprehension and Use by Three Children With Developmental Delays
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In: Am J Speech Lang Pathol (2017)
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Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences
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Impact of Alternative & Augmentative Communication on the Utterance Length of Children with Limited Oral Language
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Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment
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Word Learning in Children with Specific Language Impairment: Influence of Child and Word Characteristics
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The Role of Maternal Gesture Use in Speech Use by Children with Fragile X Syndrome
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Relationships Between Early Gestures and Later Language in Children With Fragile X Syndrome
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Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results
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The effect of sustained maternal responsivity on later vocabulary development in children with Fragile X Syndrome
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