Speech Acquisition in Older Nonverbal Individuals With Autism

Pickett, Erin J.; Pullara, Olivia; O’Grady, Jessica; Gordon, Barry

doi:10.1097/wnn.0b013e318190d185

Cited by 119 publications

(79 citation statements)

References 64 publications

(82 reference statements)

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“…There have been, in addition, case reports of nonspeaking children acquiring language later (Pickett, Pullara, O'Grady, & Gordon, 2009), even in adolescence (Mirenda, 2003;Windsor, Doyle, & Siegel, 1994). In this section, assessment at the beginning of language acquisition, from the time at which the child begins using words as the primary form of communication to the point at which the child produces more or less complete sentences, will be addressed.…”

Section: Assessing Early Linguistic Communicationmentioning

confidence: 99%

Assessing Communication in Autism Spectrum Disorders

Paul

Fahim

2014

Handbook of Autism and Pervasive Developmental Disorders, Fourth Edition

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Communication deficits are a core symptom or ASD, and the assessment of individuals with these disorders requires both formal testing and careful observation of natural and seminatural communicative activities. For children in prelinguistic phases of communication, assessment is aimed at establishing the communicative basis for a formal language system and looking at the frequency, range, and means of expression of communicative acts. Children in the early stages of language use will need to be assessed not only in terms of their vocabularies and sentence structures, but with regard to the unusual communicative patterns that often accompany ASD, such as echolalia, pronoun errors, and significant deficits in pragmatics and receptive language. Some children at this level may require evaluation to determine the best alternative mode of communication if speech has not yet emerged, and an augmentative and alternative communication (AAC) system should be considered. For individuals at advanced language levels, assessment will focus on social uses of communication (particularly pragmatic, narrative, and prosodic skills), and may include an assessment of their written language. For people at all developmental levels and at all points along the autistic spectrum, a comprehensive evaluation of strengths and needs in the area of communication is essential to the development of an effective plan for improving communicative competence.

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Section: Assessing Early Linguistic Communicationmentioning

confidence: 99%

Assessing Communication in Autism Spectrum Disorders

Paul

Fahim

2014

Handbook of Autism and Pervasive Developmental Disorders, Fourth Edition

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“…IQ during childhood and early language ability appeared to be the strongest predictors of adult outcome in this review. One other summative review reported on the outcomes of nonverbal individuals with ASD (Pickett, Pullara, O'Grady, & Gordon, 2009). This review identified 64 published materials that had reported a total of 167 children with ASD who had developed speech at or after the age of five.…”

Section: Introductionmentioning

confidence: 99%

A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder

Brignell

Morgan

Woolfenden

et al. 2018

Autism & Developmental Language Impairments

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Background: Language difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder. Method: A comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for !12 months and had !30 participants. Risk of bias was assessed. Results: Fifty-four studies (N ¼ 5064) met inclusion criteria. Language outcomes were standardised assessments (n ¼ 35), notation of presence/absence of verbal language (n ¼ 11) or both (n ¼ 8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n ¼ 24/25; 96%) studies reporting standard scores, individuals (aged 11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some 'catch up' over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5-32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of followup did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language. Conclusion: Despite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some 'catchup' over time. Implications: This review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level.

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“…Remaining nonverbal past the age of 5 years has been considered a poor prognostic indicator for future language development (Billstedt, Carina Gillberg, & Gillberg, 2007; Picket, Pullara, O'Grady, & Gordon, 2009). Although there have been reports of individuals older than 5 acquiring speech (e.g., Picket, et.…”

mentioning

confidence: 99%

Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

Brady

Storkel

Bushnell

et al. 2015

Am J Speech Lang Pathol

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Purpose To investigate a new intervention package aimed at increasing expressive word learning by school-age children with autism who have limited expressive vocabularies. This pilot investigation was intended to show proof of concept. Method Ten children between the ages of 6-10 years with educational diagnoses of autism and limited expressive vocabularies at the outset of the study participated. A multimodal intervention composed of speech sound practice and AAC was used to teach individualized vocabulary words that were selected based on initial speech sound repertoires and principles of phonotactic probability and neighborhood density. A multiple-probe design was used to evaluate learning outcomes. Results Five children showed gains in spoken- word learning across successive word sets (High Responders). Five children did not meet learning criteria (Low Responders). Comparisons of behaviors measured prior to intervention indicated that High Responders had relatively higher skills in receptive language, prelinguistic communication, vocal/verbal imitation, adaptive behavior and consonant productions. Conclusions The intervention package holds promise for improving spoken word productions for some children with autism who have limited expressive vocabularies. Further research is needed to better describe who may most benefit from this approach as well as investigate generalized benefits to untaught contexts and targets.

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Speech Acquisition in Older Nonverbal Individuals With Autism

Cited by 119 publications

References 64 publications

Assessing Communication in Autism Spectrum Disorders

Assessing Communication in Autism Spectrum Disorders

A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder

Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

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