What Automated Vocal Analysis Reveals About the Vocal Production and Language Learning Environment of Young Children with Autism

Warren, Steven F.; Gilkerson, Jill; Richards, Jeffrey A.; Oller, D. Kimbrough; Xu, Dongxin; Yapanel, Ümit

doi:10.1007/s10803-009-0902-5

Cited by 164 publications

(178 citation statements)

References 32 publications

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“…Therefore, research on prosody intervention is a current need, and the results of the present study have Also, the use of engineering technology in order to automatically assess prosodic ability has been shown to be able to distinguish among pathological subjects Warren et al, 2010).…”

Section: Discussionmentioning

confidence: 65%

Atypical Prosody in Asperger Syndrome: Perceptual and Acoustic Measurements

Filipe

Frota

Castro

et al. 2014

J Autism Dev Disord

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The turn-taking prosodic ability in children with Asperger Syndrome (AS) was explored using perceptual and acoustic measurements. Eight-and nine-year-old children with AS (N = 12) were matched on age and non-verbal intelligence to typically developing peers. Although the turn-taking ability in children with AS was not functionally impaired, perceptual ratings revealed atypical prosodic features, and acoustic measurements showed alterations in the duration and pitch of one-word productions. Additionally, the children with AS had greater variability in fundamental frequency contours compared to typically developing peers. Naive adult listeners reported an impression of oddness in the prosody of children with AS, which may have consequences for social interactions. Clinical and scientific implications of these results are discussed.

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Section: Discussionmentioning

confidence: 65%

Atypical Prosody in Asperger Syndrome: Perceptual and Acoustic Measurements

Filipe

Frota

Castro

et al. 2014

J Autism Dev Disord

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“…For example, the relationship between AWC and child vocalization frequency has been noted in the development of preterm infants (Caskey, Stephens, Tucker, & Vohr, 2011). Moreover, the rates and durational properties of LENA language measures have been shown to be useful in distinguishing the language environments of some clinical populations for whom language-related delays are more common, including children who are hard of hearing (Wiggin, Gabbard, Thompson, Goberis, & Yoshinaga-Itano, 2012), have been diagnosed with an autism spectrum disorder (Dykstra et al, 2012;Warlaumont et al, 2010;Warren et al, 2010), or are classified as having language delays .…”

Section: Measuring the Early Language Environmentmentioning

confidence: 99%

Evaluation of a LENA-Based Online Intervention for Parents of Young Children

Gilkerson

Richards²,

Topping

2017

Journal of Early Intervention

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This research investigated the efficacy of a pilot version of an online parent intervention that combined LENA-based automated language environment feedback technology with internet capabilities. Seventy-two parents of typically developing children 9-21 months of age were assigned to immediate-or delayed-treatment (control) conditions. During the treatment phase, parents completed 10 recordings over a 3-month period while engaging in a web-based program supporting interpretation of LENA feedback reports and strategies for increasing talk and interaction. Parents completed additional recordings and language assessments over a 9-month follow up phase. Aggregate analyses found no differences in language behaviors between immediate-treatment vs. delayed-treatment groups. However, parents who started from below average ratings on automated language measures demonstrated significant post-intervention increases which held longitudinally. Importantly, participant children showed significant elevations in language ability. Results suggest that an online intervention approach can help some parents increase talk and interaction in the home. Implications for research and clinical practice are discussed. AbstractThis research investigated the efficacy of a pilot version of an online parent intervention that combined LENA-based automated language environment feedback technology with internet capabilities. Seventy-two parents of typically developing children 9-21 months of age were assigned to immediate-or delayed-treatment (control) conditions. During the treatment phase, parents completed 10 recordings over a 3-month period while engaging in a web-based program supporting interpretation of LENA feedback reports and strategies for increasing talk and interaction. Parents completed additional recordings and language assessments over a 9-month follow up phase. Aggregate analyses found no differences in language behaviors between immediate-treatment vs. delayed-treatment groups. However, parents who started from below average ratings on automated language measures demonstrated significant post-intervention increases which held longitudinally. Importantly, participant children showed significant elevations in language ability. Results suggest that an online intervention approach can help some parents increase talk and interaction in the home. Implications for research and clinical practice are discussed.

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“…First words are almost universally delayed in autistic children (Howlin (2003) puts the delay at on average 38 months), and babbling and first vocalisations are significantly reduced at ages 9e12, 15e18 and 16e36 months (Patten et al, 2014;Plumb & Wetherby, 2013;Schoen, Paul, & Chawarska, 2011;Warren et al, 2010). Given the importance of early vocalisations for building sensorimotor links, this may offer some explanation for the early language and babbling deficits of ASC; although, notably, 11 Though we do recognise changes to nosology: DSM-IV (APA, 2000) had a three-factor model specifying impairments in the domains of 'social interaction', 'communication' (involving language criteria) and restricted and repetitive behaviours and interests, but DSM-5 combines the first two factors into a single factor called 'social communication'.…”

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confidence: 99%