Preschoolers with autism show greater impairment in receptive compared with expressive language abilities

Hudry, Kristelle; Leadbitter, Kathy; Temple, Kathryn; Slonims, Vicky; McConachie, Helen; Aldred, Catherine; Howlin, Patricia; Charman, Tony

doi:10.3109/13682820903461493

Cited by 262 publications

(213 citation statements)

References 33 publications

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“…Approximately half of the group achieved equal levels for receptive as for expressive language, but a substantial part showed a considerably lower level for comprehension than for production. All findings about language profiles are in line with the results for toddlers with ASD (e.g., Hudry et al 2010;Weismer et al 2010). However, studies in older high functioning children with ASD found no differences between expressive and receptive language abilities (Jarrold et al 1997;Kjelgaard and Tager-Flusberg 2001).…”

Section: Discussionsupporting

confidence: 79%

“…Many low-functioning children with ASD have receptive skills that are more impaired than their expressive language skills. Particularly in the case of more verbal children, communication partners will be misled by the level of expressive language abilities, assuming a comparable level of comprehensions skills (Hudry et al 2010;Noens and Van Berckelaer-Onnes 2004). In typical development, comprehension always precedes language production.…”

Section: Discussionmentioning

confidence: 99%

“…In toddlers with ASD, lower levels of both expressive and receptive language compared to typical control or norm groups were found. In contrast to typical development, language comprehension is often even more delayed relative to production (Charman et al 2003;Luyster et al 2008;Hudry et al 2010;Weismer et al 2010). Generally, in older, high-functioning children with ASD the discrepancy between receptive and expressive language decreases (Rapin and Dunn 2003;Tager-Flusberg et al 2005).…”

Section: Introductionmentioning

confidence: 99%

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Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language

Maljaars

Noens

Scholte

et al. 2012

J Autism Dev Disord

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Language profiles of children with autistic disorder and intellectual disability (n = 36) were significantly different from the comparison groups of children with intellectual disability (n = 26) and typically developing children (n = 34). The group low-functioning children with autistic disorder obtained a higher mean score on expressive than on receptive language, whereas both comparison groups showed the reverse pattern. Nonverbal mental age, joint attention, and symbolic understanding of pictures were analyzed in relation to concurrent receptive and expressive language abilities. In the group with autistic disorder and intellectual disability, symbol understanding and joint attention were most strongly related to language abilities. Nonverbal mental age was the most important predictor of language abilities in the comparison groups.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language

Maljaars

Noens

Scholte

et al. 2012

J Autism Dev Disord

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“…We would be unwise to speculate too far on the basis of one child's profile, but we notice that Child 3 does not show the pattern of worse performance on the form recall task compared to the two recognition tasks that was reported by Anonymous (in press) and which is also seen among our participants in Table 3; this unusual profile is consistent with reports of autism in spoken languages, where the delay in receptive vocabulary is greater than the delay in expressive vocabulary (Charman, Drew, Baird, & Baird, 2003;Hudry et al, 2010). Studies which assess vocabulary development in deaf children with a wide range of additional disabilities might contribute important information about (the) possible effects of disabilities on word learning that are most common within the group of deaf language users.…”

Section: Discussionsupporting

confidence: 76%

A Look at the Other 90 Per Cent: Investigating British Sign Language Vocabulary Knowledge in Deaf Children from Different Language Learning Backgrounds

Mann

Roy

Marshall

2013

Deafness & Education International

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractIn this paper we present new data on deaf children's receptive and expressive vocabulary knowledge in British Sign Language (BSL) from a sample consisting of children with deaf parents, children with hearing parents, and children with additional needs. Their performance on three BSL vocabulary tasks was compared to (previously reported findings from) a sample of deaf fluent signers. We use these data to assess the effects of some key demographic/child variables on deaf signing children's vocabulary and discuss findings in the relation to the meaning of 'normative' data and samples for this heterogeneous population. Findings show no effect of the presence of additional disabilities on participants' scores for any of the three tasks. As expected, chronological age is the most significant factor in performance on all vocabulary tasks while the number of deaf relatives only becomes statistically significant for the form recall task.The paper contributes to the field of sign language assessment by seeking to identify key variables in heterogeneity and how these variables affect signed vocabulary acquisition with the long-term objective of informing intervention.3

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“…Siguiendo un patrón inverso al del desarrollo típico, es decir, suelen tener mayores dificultades en comprensión que en producción (Hudry et al 2010;Weismer, Lord y Esler, 2010). En los casos en los que se observa un nivel elevado de lenguaje expresivo suele ser debido a ecolalias o a la reproducción de lenguaje memorizado (Maljaars, Noens, Scholte y van Berckelaer-Onnes, 2012).…”

Section: Introductionunclassified

Relación Entre Estrés Parental Y Habilidades Lingüísticas en Niños Con Tea

Fraile¹,

Andrés²,

Cerezuela³

et al. 2016

Revista INFAD de Psicología

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The objectives of this study were: 1) Compare the perceived parental stress between a group of parents of children with ASD and a group of parents of children with typical development. The rest of the objectives are focused on the analysis of the ASD group.2) Compare the perceived parental stress between the parents of the ASD children with language and the parents of the ASD children without language. 3) Analyze the relationship between the perceived parental stress and the child's receptive linguistic skills. 4) Analyze the relationship between the perceived parental stress and the child's expressive linguistic skills. The Parenting Stress Index scale (the child domain) was used to evaluate the parental stress. The main results obtained were: 1) Parental stress in the parents of ASD children was higher than in the parents of the children with typical development. 2) There was no significant difference on the perceived parental stress between the parents of ASD children with and without language. 3) Parental stress showed a statistically significant relation with some of the evaluated variables, both receptive and expressive language. Thus, the child' limitations on language skills were linked to a higher parental stress in the child domain, particularly the one obtained in the Acceptability subscale, relative to the parental expectations about the child's capacities. This result is discussed in the context of the importance that our culture gives to the achievement motivation and the possible connection of this with parental stress.Keywords: Autism Spectrum Disorder, expressive language, parental stress, receptive language. RESUMENLos objetivos de este estudio fueron: 1) Comparar el estrés parental percibido entre un grupo de padres de niños con TEA y un grupo de padres de niños de desarrollo típico. El resto de objetivos se centraron en el análisis del grupo con TEA. 2) Comparar el estrés parental percibido entre los padres de niños TEA con lenguaje y los padres de niños TEA sin lenguaje. 3) Analizar la relación entre el estrés parental percibido y las habilidades lingüísticas receptivas del niño. 4) Analizar la relación entre el estrés parental percibido y las habilidades lingüísticas expresivas del niño. Para evaluar el estrés parental se utilizó la escala Parenting Stress Index (dominio del niño). Los principales resultados obtenidos

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Preschoolers with autism show greater impairment in receptive compared with expressive language abilities

Cited by 262 publications

References 33 publications

Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language

Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language

A Look at the Other 90 Per Cent: Investigating British Sign Language Vocabulary Knowledge in Deaf Children from Different Language Learning Backgrounds

Relación Entre Estrés Parental Y Habilidades Lingüísticas en Niños Con Tea

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