Description of semantic ? Syntactic relations in an autistic child

Layton, Thomas L.; Baker, Phyllis Strawson

doi:10.1007/bf01531614

Cited by 26 publications

(13 citation statements)

References 17 publications

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“…''Mute'' was used in four 30,58,63,68 and ''nonverbal'' in one, 22 whereas others reported that their participants exhibited ''unintelligible verbalizations,'' 41 ''no verbal or gestural communication,'' 73 and a ''lack of speech.'' 27 However, these descriptions did not always indicate that the subjects exhibited no speech before treatment.…”

Section: Sign Languagementioning

confidence: 99%

“…Two subjects were reported to be able to follow simple verbal directions. 58,73 Treatment intensity varied from case to case. The total length of treatment ranged from 3 months 30 to more than 5 years, 68 with the majority of students receiving sign language instruction for 1 year or more.…”

Section: Sign Languagementioning

confidence: 99%

“…27 From the Class I publications, it could be determined that the children acquired speech at ages 5 through 12. 30,41,58,63,73 Participants achieved a number of speech and language skills: word approximations, 22 single words, 27,30,63 phrases, 27,41 and sentences. 63,73 Similar to outcomes in the operant conditioning studies, 70% of the children taught simultaneous communication reached the level of words, whereas 30% attained phrases or sentences.…”

Section: Sign Languagementioning

confidence: 99%

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Speech Acquisition in Older Nonverbal Individuals With Autism

Pickett

Pullara

O’Grady

et al. 2009

Cognitive and Behavioral Neurology

119

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Individuals with autism often fail to develop useful speech. If they have not done so by age 5, the prognosis for future development has been thought to be poor. However, some cases of later development of speech have been reported. To quantify and document the nature of later speech development and the factors that might be important for prognosis, we reviewed the extant literature. We searched both manually and electronically, examining all literature with at least an English-language abstract, through March 2008. The search identified a total of 167 individuals with autism who reportedly acquired speech at age 5 or older. Most of the cases of reported late speech development occurred in the younger age groups; no case older than 13 was reported. Behavioral modification was the most frequently reported training program used, although there was a wide range of interventions reported to be associated with late speech development. Given the underreporting of such cases in the literature, and the likelihood that more intensive and more focused training might be more successful, the prognosis for late development of speech in such individuals may now be better than was historically thought to be the case.

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Section: Sign Languagementioning

confidence: 99%

Section: Sign Languagementioning

confidence: 99%

Section: Sign Languagementioning

confidence: 99%

See 1 more Smart Citation

Speech Acquisition in Older Nonverbal Individuals With Autism

Pickett

Pullara

O’Grady

et al. 2009

Cognitive and Behavioral Neurology

119

View full text Add to dashboard Cite

show abstract

“…The methods and analyses used were based on McCarthy (1930), and they revealed that the child's utterances grew in length and his vocabulary increased over the first 6-month period at a rate comparable to that of normal children, but after that point there was no further growth and the child remained at a 30-month level. In a more recent paper, Layton and Baker (1981) reported on an 8-year-old mute autistic boy who was studied over a period of 18 months during which time he was trained in sign language. He too learned a core vocabulary and progressed from single signs to two-word signs, however his use of language was very limited and was restricted in semantic range.…”

mentioning

confidence: 99%

A longitudinal study of language acquisition in autistic and down syndrome children

Tager–Flusberg

Calkins

Nolin

et al. 1990

J Autism Dev Disord

282

164

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Abstract:Findings from a longitudinal study of language acquisition in a group of autistic children are presented. Six autistic subjects and six children with Down syndrome, matched on age and MLU at the start of the study, were followed over a period of between 12 and 26 months. Language samples were collected in the children's homes while they interacted with their mothers. Samples of 100 spontaneous child utterances from the transcripts were analyzed using the following measures: MLU, Index of Productive Syntax, lexical diversity, and form class distribution. The results indicate that the majority of these autistic children followed the same general developmental path as the Down syndrome children in this study, and normal children reported in the literature, in the acquisition of grammatical and lexical aspects of language, and confirm previous findings suggesting that autism does not involve a fundamental impairment in formal aspects of language.

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“…Further, many of these children show only limited gains in spoken language in spite of intensive operant therapy (Mack, Webster, & Gokcen, 1980 (Bonvillian & Nelson,. 1976;Carr, , 1982aKiernan, 1977;Layton & Baker, 1981; Creedon, Note 1) and this type of training has achieved widespread use nationally (Goodman, Wilson, & Bornstein, 1978;Lloyd, 1980). A review of the research literature on sign training with handicapped children (Carr, 1979) indicated, however, that although most studies reported positive outcomes, and some were data based, almost none involved controlled experimentation.…”

mentioning

confidence: 99%

Acquisition of Sign Language by Autistic Children Ii: Spontaneity and Generalization Effects

Carr¹,

Kologinsky²

1983

J of App Behav Analysis

178

100

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Autistic children typically do not use their language repertoire in order to communicate.Six autistic children who exhibited poor communication skills were trained to use their sign repertoire to make spontaneous requests of adults. Training consisted of imitative prompting, fading, and differential reinforcement, and included aspects of incidental teaching. The children displayed an increase in the rate and variety of spontaneous sign requests (Experiment 1). Generalization of spontaneity across adults (Experiments 1 and 2) and settings (Experiment 2) was also observed. We suggest that spontaneity may be facilitated when language is brought under the control of broadly defined stimuli such as adult attention rather than narrowly defined stimuli such as the presence of specific objects or verbal prompting in the form of questions. Finally, response generalization was observed as well (Experiment 1). Specifically, as spontaneity increased, selfstimulatory behavior decreased. This result may be accounted for in terms of reinforcer competition, reinforcer consistency, or discriminative stimulus effects.

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Description of semantic ? Syntactic relations in an autistic child

Cited by 26 publications

References 17 publications

Speech Acquisition in Older Nonverbal Individuals With Autism

Speech Acquisition in Older Nonverbal Individuals With Autism

A longitudinal study of language acquisition in autistic and down syndrome children

Acquisition of Sign Language by Autistic Children Ii: Spontaneity and Generalization Effects

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