Language Assessment and Development in Toddlers with Autism Spectrum Disorders

Autor/inn/en	Luyster, Rhiannon J.; Kadlec, Mary Beth; Carter, Alice; Tager-Flusberg, Helen
Titel	Language Assessment and Development in Toddlers with Autism Spectrum Disorders
Quelle	In: Journal of Autism and Developmental Disorders, 38 (2008) 8, S.1426-1438 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-007-0510-1
Schlagwörter	Intervention; Delayed Speech; Autism; Performance Based Assessment; Toddlers; Program Effectiveness; Receptive Language; Expressive Language; Language Skills; Cognitive Ability; Pervasive Developmental Disorders; Language Impairments; Critical Thinking; Thinking Skills + Suchen Sie Ihr Suchwort? Sprachverzögerung; Autismus; Leistungsermittlung; Infant; Infants; Toddler; Kleinkind; Rezeptive Kommunikationsfähigkeit; Language skill; Sprachkompetenz; Denkfähigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kritisches Denken
Abstract	One of the primary diagnostic criteria for the diagnosis of autism spectrum disorders (ASD) is the presence of a language delay or impairment. Children with ASD are now being identified at significantly younger ages, and prior research has consistently found that early language skills in this population are heterogeneous and an important predictor for later outcome. The goal of this study was to systematically investigate language in toddlers with ASD and to identify early correlates of receptive and expressive language in this population. The study included 164 toddlers with ASD between the ages of 18 and 33 months who were evaluated on several cognitive, language and behavioral measures. Results suggested good agreement among different measures of early language, including direct assessment and parent report measures. Significant concurrent predictors of receptive language included gestures, non-verbal cognitive ability and response to joint attention. For expressive language, the most significant predictors were non-verbal cognitive ability, gestures and imitation. These findings have important implications for intervention programs targeting this population. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10