Intentional communication in nonverbal and verbal low-functioning children with autism

Maljaars, Jarymke; Noens, Ilse; Jansen, Rianne; Scholte, Evert; Berckelaer-Onnes, Ina van

doi:10.1016/j.jcomdis.2011.07.004

Cited by 66 publications

(55 citation statements)

References 49 publications

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“…Social impairments are a defining characteristic of ASD under the DSM-4 and DSM-5 (American Psychological Association, 1994, 2013). Previous research indicates that joint attention accounts for the smallest proportion of communication in children with ASD (Maljaars et al, 2011; Shumway & Wetherby, 2009). As such, we hypothesize that showing is less likely to be observed during a single time point.…”

Section: Discussionmentioning

confidence: 99%

“…Differentiating between gesture function may be particularly important for children with ASD given that they demonstrate a different pattern of production than that observed in typical language learners. Typical language learners produce a higher proportion of joint attention than behavior regulation gestures, whereas individuals with ASD show the opposite pattern (Maljaars et al, 2011; Shumway & Wetherby, 2009; Stone et al, 1997). …”

Section: Introductionmentioning

confidence: 96%

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Assessing Gestures in Young Children With Autism Spectrum Disorder

Ellawadi

Weismer

2014

J Speech Lang Hear Res

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Purpose To determine whether scoring of the gestures point, give, and show were correlated across measurement tools used to assess gesture production in children with an Autism Spectrum Disorder (ASD). Method Seventy-eight children with an ASD between the ages of 23 to 37 months participated. Correlational analyses were conducted to determine whether performance of three key gestures related to joint attention and behavior regulation (point, give, show) were correlated across three different measurement tools: the Autism Diagnostic Observation Schedule, the Early Social Communication Scale, and the MacArthur-Bates Communicative Developmental Inventory: Words and Gestures. To establish whether different measures were related at different points in development, children were subdivided into two groups based on their expressive language levels. Results The scoring of gesture performance was not entirely consistent across assessment methods. The score that a child received appeared to be influenced by theoretical perspective, gesture definition, and assessment methodology, as well as developmental level. Conclusion When assessing the gestures of children with ASD clinicians should determine what aspects of gesture they are interested in profiling, gather data from multiple sources, and consider performance in light of the measurement tool.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

Assessing Gestures in Young Children With Autism Spectrum Disorder

Ellawadi

Weismer

2014

J Speech Lang Hear Res

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“…Although there are currently no published studies that have directly tested differences in associations between joint attention and language between groups of children with ASD and TD children, some studies have found significant associations for ASD groups while failing to find associations for TD groups [Gillespie-Lynch et al, 2015;Maljaars et al, 2011]. It has also repeatedly been demonstrated that children with ASD have joint attention deficits as compared to TD children [Adamson et al, 2009;Shumway & Wetherby, 2009].…”

Section: The Current Studymentioning

confidence: 99%

Associations between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta‐regression analysis

Bottema‐Beutel

2016

Autism Research

139

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Using a structured literature search and meta-regression procedures, this study sought to determine whether associations between joint attention and language are moderated by group (autism spectrum disorder [ASD] vs. typical development [TD]), joint attention type (responding to joint attention [RJA] vs. other), and other study design features and participant characteristics. Studies were located using database searches, hand searches, and electronic requests for data from experts in the field. This resulted in 71 reports or datasets and 605 effect sizes, representing 1,859 participants with ASD and 1,835 TD participants. Meta-regression was used to answer research questions regarding potential moderators of the effect sizes of interest, which were Pearson's r values quantifying the association between joint attention and language variables. In the final models, conducted separately for each language variable, effect sizes were significantly higher for the ASD group as compared to the TD group, and for RJA as compared to non-RJA joint attention types. Approximate mental age trended toward significance for the expressive language model. Joint attention may be more tightly tied to language in children with ASD as compared to TD children because TD children exhibit joint attention at sufficient thresholds so that language development becomes untethered to variations in joint attention. Conversely, children with ASD who exhibit deficits in joint attention develop language contingent upon their joint attention abilities. Because RJA was more strongly related to language than other types of joint attention, future research should involve careful consideration of the operationalization and measurement of joint attention constructs. Autism Res 2016, 9: 1021-1035. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

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“…As for problems with communication, the problem in ASD does not lie in communication as such—children with ASD can and do communicate —but in the normal forms of linguistic communication (Maljaars et al, 2011). There are basic disturbances in speech production and perception that could have resounding effects in the contents communicated in speech.…”

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confidence: 99%

“…This is neither merely a communicative nor a pragmatic impairment, but also concerns the distribution of linguistic forms: imperatives cannot, in virtue of their form, encode declarations, while declaratives can express commands only via implicatures. Maljaars et al (2011) found that among three forms of communication, namely behavior regulation, social interaction, and joint attention, the proportion of the first to the third was much higher in children with autism than in typically developing children, who showed the opposite pattern. The non-verbal group with autism did not or barely communicate for declarative purposes and used the least complex forms of communication.…”

mentioning

confidence: 99%