Irrelevant and Metaphorical Language in Early Infantile Autism

Kanner, Leo

doi:10.1176/ajp.103.2.242

Cited by 305 publications

(138 citation statements)

References 2 publications

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“…Early clinical descriptions of autistic language focused on its atypical characteristics, including echolalia, pronoun reversals, use of stereotyped language, and unusual meanings (Kanner, 1946). Some early researchers went on to argue that even the process of communication development was different in autism; that is, children with autism who acquire language do not follow the same stages or developmental patterns as do other children (as cited in Tager-Flusberg, 1997).…”

Section: Speech and Language Impairmentsmentioning

confidence: 99%

“…One child was screened with her parents' consent; however the child did not participate in the study due to having a dual diagnosis of (1) disturbances of language and communication, (2) ritualistic and compulsive behaviors and insistence on sameness, (3) disturbed social relationships, and (4) onset of the disorder prior to 30 months of age (Kanner, 1946;Paul & Sutherland, 2005;Prizant & Duchan, 1981;Tager-Flusberg, 1997).…”

Section: Participantsmentioning

confidence: 99%

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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: 99%

Section: Participantsmentioning

confidence: 99%

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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“…Although Kanner (1943) did not consider language central to the description of the new syndrome that he introduced, he later outlined some of the unusual clinical features that distinguished the language of children with autism from children with other disorders (Kanner, 1946). Research on language conducted over the past 50 years has primarily been concerned with this question: What are the unique and universal features that define the abnormal language characteristics of autism?…”

Section: Classic Studies Of Language In Autismmentioning

confidence: 99%

“…Following up on Kanner's (1946) observations, early clinical studies were focused on describing the abnormal language used by children with autism, which included atypical intonation and vocal quality, idiosyncratic use of words and stereotyped phrases, echolalia, and pronoun reversal (e.g., Cunningham, 1966;Goldfarb, Braunstein, & Lorge, 1956;Pronovost, Wakstein, & Wakstein, 1966;Shapiro & Fish, 1969). The majority of these published reports were neither methodologically systematic nor developmentally informed as they relied mostly on poorly defined clinical samples or single case histories.…”

Section: Classic Studies Of Language In Autismmentioning

confidence: 99%

Strategies for Conducting Research on Language in Autism

Tager–Flusberg

2004

J Autism Dev Disord

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Several different methodological approaches that have been used in studying language in children with autism are outlined. In classic studies, children with autism are compared to comparison groups typically matched on age, IQ, or mental age in order to identify which aspects of language are uniquely impaired in autism. Several methodological problems are noted with this approach including (a) heterogeneity of the autism population, (b) mental retardation, (c) developmental change with age, and (d) sample size and ascertainment. An alternative strategy is suggested which focuses on identifying the complex expression of the language phenotype in autism across the full range of the syndrome. This approach explores within-group individual differences in language functioning, and recently identified distinct language phenotypic subgroups within the autism population that are relevant to understanding the underlying genetic and neurobiological etiology of autism.

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“…[20]. His work centered on what was called early infantile autism or Kanner's autism and this became part of the spectrum now identified as autistic spectrum disorders [21,22]. It was unknown what caused autism and that allowed various so-called experts to pontificate their own theories.…”

Section: The Impact Of Autism On the 20 Th Century Anti-vaccine Movementmentioning

confidence: 99%

Historical Perspectives on the Antaean Animadversion of Vaccine Science in the 21st Century

Greydanus¹

2013

J Clin Trials

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Irrelevant and Metaphorical Language in Early Infantile Autism

Cited by 305 publications

References 2 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

Strategies for Conducting Research on Language in Autism

Historical Perspectives on the Antaean Animadversion of Vaccine Science in the 21st Century

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