Does imitation facilitate the acquisition of grammar? Evidence from a study of autistic, Down's syndrome and normal children

Tager–Flusberg, Helen; Calkins, Susan D.

doi:10.1017/s0305000900010898

Cited by 80 publications

(49 citation statements)

References 29 publications

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“…For most of the children with autism, however, the rate of growth was slower than in typically developing children. The researchers also found that children with ASD and Down syndrome acquired grammatical structures in the same order as typically developing children (Tager-Flusberg, et al, 1990;Tager-Flusberg & Calkins, 1990). …”

Section: Speech and Language Impairmentsmentioning

confidence: 89%

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Lim

2010

Journal of Music Therapy

110

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of a dissertation at the University of Miami.Dissertation supervised by Professor Shannon de l'Etoile. No. of pages in text. (172) Children with Autism Spectrum Disorders demonstrate deficits in speech and language, with the most outstanding speech impairments being in comprehension, semantics, prosody, and pragmatics. Perception and production of music and speech in children with ASD appear to follow the same principles of Gestalt pattern perceptual organization. In addition, common neuroanatomical structures and similar patterns of cortical activation mediate the perception and production of speech and music. Therefore, the purpose of this study was to explore how the perception of musical stimuli would impact the perception and production of speech and language in children with ASD. The study examined the effect of developmental speech-language training through music on the speech production of children with ASD. The participants were 50 children with ASD, age range 3 to 5 years, who had previously been evaluated on standard tests of language and level of functioning. The children completed the pre-test, six sessions of training, and the post-test. The pre-and post-tests consisted of the Verbal Production Evaluation Scale (VPES) and measured each participant's verbal production including semantics, phonology, pragmatics, and prosody, of 36 target words. Eighteen participants completed music training, in which they watched a music video containing six songs and pictures of the 36 target words. Another group of eighteen participants completed speech training, in which they watched a speech video containing six stories and pictures of target words. Fourteen participants were randomly assigned to a no-training condition.Results of the study showed that participants in both music and speech training significantly increased their scores on the VPES from the pre-test to the post-test. Both music and speech training were effective for enhancing participants' speech production including semantics, phonology, pragmatics, and prosody. Participants who received music training made greater progress on speech production than participants who received the speech training; however, the difference was not statistically significant.Results of the study also indicated that the level of speech production was influenced by the level of functioning in children with ASD. An interaction between level of functioning and training conditions on speech production approached significance. The results indicate that both high and low functioning participants improved their speech production after receiving either music or speech training; however, low functioning participants showed a greater improvement in speech production after the music training than after the speech training. Collectively, music training was more effective for speech production in low functioning children with ASD than was speech training. The study suggests that the superior performance in speech production in children with ASD who received music training mi...

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Section: Speech and Language Impairmentsmentioning

confidence: 89%

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Lim

2010

Journal of Music Therapy

110

View full text Add to dashboard Cite

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“…A.L. (age 7, Brundson, Coltheart, Nickels, & Joy, 2006;previously reported in Joy & Brundson, 2002) exhibited echolalia (rote repetition of phrases out of context)-again a common feature of speech development in ASD (Tager-Flusberg & Calkins, 1990). Concerns regarding ASD were also raised in the case of K. (age 4, Schmalzl et al, 2008b), although she did not score in the autistic range on the Childhood Autism Rating Scale (Schopler, Reichler, DeVellis, & Daly, 1980).…”

mentioning

confidence: 84%

Specificity of impaired facial identity recognition in children with suspected developmental prosopagnosia

Wilson

Palermo

Schmalzl

et al. 2010

Cognitive Neuropsychology

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Adults experiencing face recognition difficulties in the absence of known brain injury are described as cases of developmental prosopagnosia (DP), under the assumption that specific face recognition impairments have always been present. However, only five childhood cases of DP have been reported, and the majority had additional socio-communicative impairments consistent with an autism spectrum disorder (ASD). We tested face recognition skills of six 4- to 8-year-old children, who were suspected of having DP, and tested for ASD using established diagnostic tools. Two children met criteria for ASD. One child did not exhibit consistent face recognition impairments. The remaining three children were severely impaired on multiple tasks of unfamiliar face recognition despite normal cognitive functioning and no evidence of ASD. Two of these children were also impaired at object recognition suggesting more general visual recognition problems. The final child showed normal object recognition demonstrating apparently specific problems with facial identity recognition.

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“…Most research on spontaneous spoken language in children with ASD has been based on unstructured or loosely-structured interactions with a mother, including play (e.g., Hale & Tager-Flusberg, 2005; Swensen, Kelley, Fein, & Naigles, 2007; Tager-Flusberg & Calkins, 1990; Tager-Flusberg et al, 1990). Such research on spontaneous expressive language in children with ASD has revealed significant deficits in domains of structural language ability.…”

Section: Language Sampling For Children With Asdmentioning

confidence: 99%

Use of the ADOS for Assessing Spontaneous Expressive Language in Young Children With ASD: A Comparison of Sampling Contexts

Kover

Davidson

Sindberg

et al. 2014

J Speech Lang Hear Res

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Purpose The current study compared the spontaneous expressive language of children with autism spectrum disorder (ASD) across multiple language sampling contexts: the Autism Diagnostic Observation Schedule (ADOS) and play with an examiner or parent. Method Participants were children with ASD (n = 63; 55 males) with a mean age of 45 months (SD = 3.94; Range = 37-53). The number of utterances produced, percent intelligibility, number of different words, mean length of utterance, and the number of requests, comments, and instances of turn-taking were calculated for the ADOS, examiner-child play, and parent-child play. Children were categorized into Tager-Flusberg et al.'s (2009) developmental language phases for each context. Results Effects of sampling context were identified for all variables examined. The ADOS resulted in fewer utterances and lower structural and pragmatic language performance than examiner- and/or parent-child play. Categorization of children into language phases differed across contexts. Conclusions Use of the ADOS as a language sampling context may lead to underestimating the abilities of young children with ASD relative to play with an examiner or parent. Researchers and clinicians should be aware of context effects, particularly for assessments designed to observe autism symptoms.

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Does imitation facilitate the acquisition of grammar? Evidence from a study of autistic, Down's syndrome and normal children

Cited by 80 publications

References 29 publications

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Specificity of impaired facial identity recognition in children with suspected developmental prosopagnosia

Use of the ADOS for Assessing Spontaneous Expressive Language in Young Children With ASD: A Comparison of Sampling Contexts

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