Sample records for communication disorders
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Children with Communication Disorders. ERIC Digest #E470 (Revised #419).
ERIC Educational Resources Information Center
Council for Exceptional Children, Reston, VA.
This digest defines the term "communication disorders," states prevalence rates for the condition, describes characteristics of children with communication disorders, and outlines educational implications. Thirteen publications on communication disorders and six organizational resources are listed. (JDD)
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Eriksson, Karin; Forsgren, Emma; Hartelius, Lena; Saldert, Charlotta
2016-01-01
To evaluate the effect of a communication partner training programme directed to enrolled nurses working with people with communication disorders in nursing homes, using an individualised approach. Five dyads consisting of a person with stroke-induced aphasia (n = 4) or Parkinson's disease (PD) (n = 1) living in different nursing homes and his/her enrolled nurse participated in the study, which had a replicated single-subject design with multiple baselines across individuals. The main element of the intervention was supervised analysis of video-recorded natural interaction in everyday nursing situations and the formulation of individual goals to change particular communicative strategies. Outcome was measured via blinded assessments of filmed natural interaction obtained at baseline, intervention and follow-up and showed an increased use of the target communicative strategies. Subjective measures of goal attainment by the enrolled nurses were consistent with these results. Measures of perceived functional communication on behalf of the persons with communication disorders were mostly positive; four of five participants with communication disorders and two of five enrolled nurses reported improved functional communication after intervention. The use of an individualised communication partner training programme led to significant changes in natural interaction, which contributes importantly to a growing body of knowledge regarding communication partner training. Communication partner training can improve the communicative environment of people with communication disorders. For people with communication disorders who live in institutions, the main conversation partner is likely to be a professional caretaker. An individualised approach for communication partner training that focussed on specific communication patterns was successful in increasing the use of supportive strategies that enrolled nurses used in natural interaction with persons with communication disorders. The training also positively affected the perceived functional communication of the persons with communication disorders.
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Federal Register 2010, 2011, 2012, 2013, 2014
2012-05-15
... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... constitute a clearly unwarranted invasion of personal privacy. Name of Committee: Communication Disorders..., [email protected] . Name of Committee: National Institute on Deafness and Other Communication Disorders...
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Federal Register 2010, 2011, 2012, 2013, 2014
2011-02-16
... Other Communication Disorders Special Emphasis Panel; Autism Supplements. Date: March 24, 2011. Time: 12... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... Deafness and Other Communication Disorders Special Emphasis Panel; CDRC Member Conflicts Review. Date...
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Classroom Challenges: Working with Pupils with Communication Disorders
ERIC Educational Resources Information Center
Zebron, Shupikai; Mhute, Isaac; Musingafi, Maxwell Constantine Chando
2015-01-01
The challenge of actively involving students with communication disorders in the formal education systems prompted this desktop study on some of the challenges and problems associated with students with communication disorders in the classroom. This paper examines the relationship between communication disorders and learning from a very basic and…
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McCormack, Jane; Baker, Elise; Crowe, Kathryn
2018-02-01
In 2013, the Australian Government Senate formed a committee for inquiry and report into the prevalence of speech, language, and communication disorders and speech pathology services in Australia. Submissions were sought from individuals and organisations. In this paper, submissions made by individuals with a history of childhood communication disorder were examined to explore their life experiences and the impact on their lives when the right to communicate could not be enacted. There were 305 submissions to the Australian Government Senate Committee Inquiry, of which 288 were publically accessible. In this study, the submissions (n = 17) from children or adults with a history of communication disorder (including speech, language and stuttering), who provided personal accounts of their experiences, were analysed using an interpretative phenomenological approach. Four themes emerged relating to: personal identity, life with communication disorder, the importance of help, and how life would be different without a communication disorder. This paper gives voice to children and adults with communication disorder. In listening to these voices, the impact of communication disorder on the right to communicate and on other human rights can be heard, and the need for a response is clear. However, the challenge is to determine how the voices of these individuals, and others like them, can be enabled to exert real influence on practice and policy so communication disorder will no longer be a barrier to attainment of their human rights.
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ERIC Educational Resources Information Center
Weiss, Amy L., Ed.
2009-01-01
This volume examines the ramifications of individual differences in therapy outcomes for a wide variety of communication disorders. In an era where evidence-based practice is the clinical profession's watchword, each chapter attacks this highly relevant issue from a somewhat different perspective. In some areas of communication disorders,…
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Redefining the survival of the fittest: communication disorders in the 21st century.
Ruben, R J
2000-02-01
To determine the economic effect on the US economy of the cost of caring for people with communication disorders as well as the cost of lost or degraded employment opportunities for people with such disorders, including disorders of hearing, voice, speech, and language. Survey of available historical and contemporary governmental and scholarly data concerning work force distribution and the epidemiology of disorders of hearing, voice, speech, and language. Analysis of epidemiological and economic data for industrialized countries, North America, and the United States. Communication disorders are estimated to have a prevalence of 5% to 10%. People with communication disorders may be more economically disadvantaged than those with less severe disabilities The data suggest that people with severe speech disabilities are more often found to be unemployed or in a lower economic class than people with hearing loss or other disabilities. Communication disorders may cost the United States from $154 billion to $186 billion per year, which is equal to 2.5% to 3% of the Gross National Product. Communication disorders reduce the economic output of the United States, whose economy has become dependent on communication-based employment. This trend will increase during the next century. The economic cost and the prevalence rates of communication disorders in the United States indicate that they will be a major public health challenge for the 21st century.
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Social communication deficits: Specific associations with Social Anxiety Disorder.
Halls, Georgia; Cooper, Peter J; Creswell, Cathy
2015-02-01
Social communication deficits are prevalent amongst children with anxiety disorders; however whether they are over-represented specifically among children with Social Anxiety Disorder has not been examined. This study set out to examine social communication deficits among children with Social Anxiety Disorder in comparison to children with other forms of anxiety disorder. Parents of 404 children with a diagnosed anxiety disorder completed the Social Communication Questionnaire (SCQ; Rutter, M., Bailey, A., Lord, C., 2003. The Social Communication Questionnaire - Manual. Western Psychological Services, Los Angeles, CA). Children with a diagnosis of Social Anxiety Disorder (n=262) and anxious children without Social Anxiety Disorder (n=142) were compared on SCQ total and subscale scores and the frequency of participants scoring above clinical cut-offs. Children with Social Anxiety Disorder scored significantly higher than anxious children without Social Anxiety Disorder on the SCQ total (t(352)=4.85, p<.001, d=.55, r=.27), Reciprocal Social Interaction (t(351)=4.73, p<.001, d=.55, r=.27), communication (t(344)=3.62, p<.001, d=.43, r=.21) and repetitive, restrictive and stereotyped behaviors subscales (t(353)=3.15, p=.002, d=.37, r=.18). Furthermore, children with Social Anxiety Disorder were three times more likely to score above clinical cut-offs. The participants were a relatively affluent group of predominantly non-minority status. The social communication difficulties measure relied on parental report which could be influenced by extraneous factors. Treatments for Social Anxiety Disorder may benefit from a specific focus on developing social communication skills. Future research using objective assessments of underlying social communication skills is required. Copyright © 2014 The Authors. Published by Elsevier B.V. All rights reserved.
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Social communication deficits: Specific associations with Social Anxiety Disorder
Halls, Georgia; Cooper, Peter J.; Creswell, Cathy
2015-01-01
Background Social communication deficits are prevalent amongst children with anxiety disorders; however whether they are over-represented specifically among children with Social Anxiety Disorder has not been examined. This study set out to examine social communication deficits among children with Social Anxiety Disorder in comparison to children with other forms of anxiety disorder. Methods Parents of 404 children with a diagnosed anxiety disorder completed the Social Communication Questionnaire (SCQ; Rutter, M., Bailey, A., Lord, C., 2003. The Social Communication Questionnaire – Manual. Western Psychological Services, Los Angeles, CA). Children with a diagnosis of Social Anxiety Disorder (n=262) and anxious children without Social Anxiety Disorder (n=142) were compared on SCQ total and subscale scores and the frequency of participants scoring above clinical cut-offs. Results Children with Social Anxiety Disorder scored significantly higher than anxious children without Social Anxiety Disorder on the SCQ total (t(352)=4.85, p<.001, d=.55, r=.27), Reciprocal Social Interaction (t(351)=4.73, p<.001, d=.55, r=.27), communication (t(344)=3.62, p<.001, d=.43, r=.21) and repetitive, restrictive and stereotyped behaviors subscales (t(353)=3.15, p=.002, d=.37, r=.18). Furthermore, children with Social Anxiety Disorder were three times more likely to score above clinical cut-offs. Limitations The participants were a relatively affluent group of predominantly non-minority status. The social communication difficulties measure relied on parental report which could be influenced by extraneous factors. Conclusions Treatments for Social Anxiety Disorder may benefit from a specific focus on developing social communication skills. Future research using objective assessments of underlying social communication skills is required. PMID:25451393
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A meta-analysis of the social communication questionnaire: Screening for autism spectrum disorder.
Chesnut, Steven R; Wei, Tianlan; Barnard-Brak, Lucy; Richman, David M
2017-11-01
The current meta-analysis examines the previous research on the utility of the Social Communication Questionnaire as a screening instrument for autism spectrum disorder. Previously published reports have highlighted the inconsistencies between Social Communication Questionnaire-screening results and formal autism spectrum disorder diagnoses. The variations in accuracy resulted in some researchers questioning the validity of the Social Communication Questionnaire. This study systematically examined the accuracy of the Social Communication Questionnaire as a function of the methodological decisions made by researchers screening for autism spectrum disorder over the last 15 years. Findings from this study suggest that the Social Communication Questionnaire is an acceptable screening instrument for autism spectrum disorder (area under the curve = 0.885). Variations in methodological decisions, however, greatly influenced the accuracy of the Social Communication Questionnaire in screening for autism spectrum disorder. Of these methodological variations, using the Current instead of the Lifetime version of the Social Communication Questionnaire resulted in the largest detrimental effect ( d = -3.898), followed by using the Social Communication Questionnaire with individuals younger than 4 years of age ( d = -2.924) and relying upon convenience samples ( d = -4.828 for clinical samples, -2.734 for convenience samples, and -1.422 for community samples). Directions for future research and implications for using the Social Communication Questionnaire to screen for autism spectrum disorder are discussed.
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Disorders of Nonverbal Communication
ERIC Educational Resources Information Center
Starkweather, C. Woodruff
1977-01-01
The author explores the idea that nonverbal communication can be disordered, describes several types of nonverbal disorders (such as impaired eye movement, inappropriate body movements, idiosyncratic mannerisms, and voice disorders), explains sources of nonverbal disorders, and suggests therapeutic procedures. (IM)
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ERIC Educational Resources Information Center
Anagnostou, Evdokia; Jones, Nancy; Huerta, Marisela; Halladay, Alycia K.; Wang, Paul; Scahill, Lawrence; Horrigan, Joseph P.; Kasari, Connie; Lord, Cathy; Choi, Dennis; Sullivan, Katherine; Dawson, Geraldine
2015-01-01
Social communication impairments are a core deficit in autism spectrum disorder. Social communication deficit is also an early indicator of autism spectrum disorder and a factor in long-term outcomes. Thus, this symptom domain represents a critical treatment target. Identifying reliable and valid outcome measures for social communication across a…
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Communication in conversation in stroke patients.
Rousseaux, Marc; Daveluy, Walter; Kozlowski, Odile
2010-07-01
In stroke patients, it has been suggested that communication disorders could result from lexical and syntactic disorders in left hemisphere lesions and from pragmatics problems in right lesions. However, we have little information on patient behaviour in dyadic communication, especially in conversation. Here, we analyzed the various processes participating in communication difficulties at the rehabilitation phase (1-6 months) post-stroke, in order to define the main mechanisms of verbal and non-verbal communication (VC, NVC) disorders and their relationship with aphasic disorders. Sixty-three patients were recruited, who belonged to six groups, with left or right cortico-sub-cortical (L-CSC, R-CSC) or sub-cortical (L-SC, R-SC), frontal (Fro) or posterior fossa (PF) lesions. They were compared with an equivalent control group (gender, age, education level). We used the Lille Communication Test, which comprises three parts: participation to communication (greeting, attention, engagement), verbal communication (verbal comprehension, speech outflow, intelligibility, word production, syntax, verbal pragmatics and verbal feedback) and non-verbal communication (understanding gestures, affective expressivity, producing gestures, pragmatics and feedback). We also used the Functional Communication Profile and the Boston Diagnostic Aphasia Examination (BDAE). Decrease in participation was found in L-CSC, R-CSC and Fro patients. Verbal communication was essentially disrupted in L-SCS and L-SC groups, including by verbal pragmatic disorders, and to a lesser degree in frontal patients. Nonverbal communication was mainly affected in R-CSC patients, especially by pragmatic difficulties. L-CSC patients showed an increase in gesture production, compensating for aphasia. In conclusion, communication disorders were relatively complex and could not be summarised by syntactical and lexical difficulties in left stroke and pragmatic problems in right stroke. The former also showed severe verbal pragmatic difficulties. Frontal stroke also resulted in evident verbal and non-verbal disorders.
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Communication Supports for People with Motor Speech Disorders
ERIC Educational Resources Information Center
Hanson, Elizabeth K.; Fager, Susan K.
2017-01-01
Communication supports for people with motor speech disorders can include strategies and technologies to supplement natural speech efforts, resolve communication breakdowns, and replace natural speech when necessary to enhance participation in all communicative contexts. This article emphasizes communication supports that can enhance…
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Federal Register 2010, 2011, 2012, 2013, 2014
2011-02-23
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... on Deafness and Other Communication Disorders, including consideration of personnel qualifications...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-02-11
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... on Deafness and Other Communication Disorders, including consideration of personnel qualifications...
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75 FR 10294 - National Institute on Deafness and Other Communication Disorders; Notice of Meeting
Federal Register 2010, 2011, 2012, 2013, 2014
2010-03-05
... ON DEAFNESS AND OTHER COMMUNICATION DISORDERS, including consideration of personnel qualifications and performance, and the competence of individual investigators, the disclosure of which would... Deafness and Other Communication Disorders; Notice of Meeting Pursuant to section 10(d) of the Federal...
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ERIC Educational Resources Information Center
Lo, Yu-Chun; Chen, Yu-Jen; Hsu, Yung-Chin; Tseng, Wen-Yih Isaac; Gau, Susan Shur-Fen
2017-01-01
Background: Autism spectrum disorder (ASD) is a neurodevelopmental disorder with social communication deficits as one of the core symptoms. Recently, a five-level model for the social communication has been proposed in which white matter tracts corresponding to each level of the model are identified. Given that the model for social communication…
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The Genetic Basis of Thought Disorder and Language and Communication Disturbances in Schizophrenia
Levy, Deborah L.; Coleman, Michael J.; Sung, Heejong; Ji, Fei; Matthysse, Steven; Mendell, Nancy R.; Titone, Debra
2009-01-01
Thought disorder as well as language and communication disturbances are associated with schizophrenia and are over-represented in clinically unaffected relatives of schizophrenics. All three kinds of dysfunction involve some element of deviant verbalizations, most notably, semantic anomalies. Of particular importance, thought disorder characterized primarily by deviant verbalizations has a higher recurrence in relatives of schizophrenic patients than schizophrenia itself. These findings suggest that deviant verbalizations may be more penetrant expressions of schizophrenia susceptibility genes than schizophrenia. This paper reviews the evidence documenting the presence of thought, language and communication disorders in schizophrenic patients and in their first-degree relatives. This familial aggregation potentially implicates genetic factors in the etiology of thought disorder, language anomalies, and communication disturbances in schizophrenia families. We also present two examples of ways in which thought, language and communication disorders can enrich genetic studies, including those involving schizophrenia. PMID:20161689
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Health Care Provider Accommodations for Patients with Communication Disorders
ERIC Educational Resources Information Center
Burns, Michael I.; Baylor, Carolyn; Dudgeon, Brian J.; Starks, Helene; Yorkston, Kathryn
2017-01-01
Health care providers can experience increased diffculty communicating with adult patients during medical interactions when the patients have communication disorders. Meeting the communication needs of these patients can also create unique challenges for providers. The authors explore Communication Accommodation Theory (H. Giles, 1979) as a guide…
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Federal Register 2010, 2011, 2012, 2013, 2014
2012-02-15
... Deafness and Other Communication Disorders Notice of Closed Meetings Pursuant to section 10(d) of the... Institute on Deafness and Other Communication Disorders Special Emphasis Panel; Outcome of Cochlear Implants... Call). Contact Person: Shiguang Yang, DVM, Ph.D., Scientific Review Officer, Division of Extramural...
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Federal Register 2010, 2011, 2012, 2013, 2014
2011-06-16
... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel, CDRC Conflicts. Date: June 23, 2011...
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Federal Register 2010, 2011, 2012, 2013, 2014
2010-06-15
... Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel; VSL--SEP Review. Date: June 14, 2010...
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Federal Register 2010, 2011, 2012, 2013, 2014
2010-12-14
... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel; Accessible and Affordable Hearing Health...
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Federal Register 2010, 2011, 2012, 2013, 2014
2012-02-01
... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel; Affordable Hearing. Date: February 14...
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Federal Register 2010, 2011, 2012, 2013, 2014
2012-09-18
... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... constitute a clearly unwarranted invasion of personal privacy. Name of Committee: Communication Disorders...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-11-07
... Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel; Hearing Clinical Trial Review. Date...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-02-14
... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel; NIDCD Vestibular Prosthesis Research...
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78 FR 73552 - National Institute on Deafness and Other Communication Disorders; Notice of Meeting
Federal Register 2010, 2011, 2012, 2013, 2014
2013-12-06
... Deafness and Other Communication Disorders; Notice of Meeting Pursuant to section 10(d) of the Federal... Deafness and Other Communication Disorders Advisory Council. The meeting will be open to the public as.... The grant applications and the discussions could disclose confidential trade secrets or commercial...
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Federal Register 2010, 2011, 2012, 2013, 2014
2012-08-22
... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel, NIDCD P30 Review Meeting. Date...
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Federal Register 2010, 2011, 2012, 2013, 2014
2012-02-01
... Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... constitute a clearly unwarranted invasion of personal privacy. Name of Committee: Communication Disorders...
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Federal Register 2010, 2011, 2012, 2013, 2014
2010-06-15
... Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel, Translational PAR. Date: July 8, 2010...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-09-16
... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel; Vestibular Clinical Trial Review. Date...
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Federal Register 2010, 2011, 2012, 2013, 2014
2011-06-16
... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel, R24--NIDCD Community-Wide Scientific...
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A Meta-Analysis of the Social Communication Questionnaire: Screening for Autism Spectrum Disorder
ERIC Educational Resources Information Center
Chesnut, Steven R.; Wei, Tianlan; Barnard-Brak, Lucy; Richman, David M.
2017-01-01
The current meta-analysis examines the previous research on the utility of the Social Communication Questionnaire as a screening instrument for autism spectrum disorder. Previously published reports have highlighted the inconsistencies between Social Communication Questionnaire-screening results and formal autism spectrum disorder diagnoses. The…
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Introduction to Neurogenic Communication Disorders. Fifth Edition.
ERIC Educational Resources Information Center
Brookshire, Robert H.
This book provides an overview of the causes and symptoms, and the typical courses, treatments, and outcomes of neurogenic communication disorders. Chapter 1 reviews the human nervous system and neurologic causes of adult communication disorders. Chapter 2 discusses the neurologic assessment and arriving at a diagnosis, including the neurologist's…
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Linguistics in the Service of Communication Disorders: New Frontiers
ERIC Educational Resources Information Center
Ravid, Dorit; Bar-On, Amalia; Dattner, Elitzur
2013-01-01
Linguistics and Communication Disorders are considered two different disciplines by most students and scholars in both fields as well as by researchers working in other relevant fields such as psychology and education. However, most core disorders, disabilities and delays in communicative ability directly concern language, especially in…
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Concerns for Minority Groups in Communication Disorders. ASHA Reports No. 16.
ERIC Educational Resources Information Center
Bess, Fred H., Ed.; And Others
This monograph addresses topical issues in training, service delivery, and research for minorities in communication disorders. It presents extended versions of papers that were delivered at the conference, "Concerns for Minority Groups in Communication Disorders," held in Nashville, Tennessee on September 17-19, 1984. Papers include: "The First…
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Federal Register 2010, 2011, 2012, 2013, 2014
2010-11-26
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... Deafness and Other Communication Disorders; Special Emphasis Panel. Clinical Research Center on Auditory...
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Federal Register 2010, 2011, 2012, 2013, 2014
2010-03-05
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... Deafness and Other Communication Disorders Special Emphasis Panel, Post Doctoral Fellowships SEP. Date...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-10-25
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders, Amended Notice of Meeting Notice is hereby given of a change in the meeting of the National Institute on Deafness and Other Communication Disorders Special Emphasis...
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Federal Register 2010, 2011, 2012, 2013, 2014
2011-08-10
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders Notice of Closed Meetings Pursuant to section 10(d) of the... Institute on Deafness and Other Communication Disorders Special Emphasis Panel; P50 Review. Date: September...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-04-23
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... Deafness and Other Communication Disorders Special Emphasis Panel; NIDCD SBIR and STTR Application Review...
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Federal Register 2010, 2011, 2012, 2013, 2014
2010-06-01
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... Deafness and Other Communication Disorders Special Emphasis Panel; P50 Clinical Research Center. Date: June...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-07-16
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... Deafness and Other Communication Disorders Special Emphasis Panel; R01--Vestibular Neural Prosthesis Review...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-10-28
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Amended Notice of Meeting Notice is hereby given of a change in the meeting of the National Institute on Deafness and Other Communication Disorders Special Emphasis...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-10-28
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Amended Notice of Meeting Notice is hereby given of a change in the meeting of the National Institute on Deafness and Other Communication Disorders Special Emphasis...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-12-13
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... Institute on Deafness and Other Communication Disorders Special Emphasis Panel; NIDCD R21 Translational...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-10-25
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Amended Notice of Meeting Notice is hereby given of a change in the meeting of the National Institute on Deafness and Other Communication Disorders Special Emphasis...
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Federal Register 2010, 2011, 2012, 2013, 2014
2011-08-18
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... Deafness and Other Communication Disorders Special Emphasis Panel, P50 Review. Date: September 27, 2011...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-01-09
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... Deafness and Other Communication Disorders Special Emphasis Panel, Chemosensory Fellowships Review Meeting...
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Priorities for autism spectrum disorder risk communication and ethics.
Yudell, Michael; Tabor, Holly K; Dawson, Geraldine; Rossi, John; Newschaffer, Craig
2013-11-01
Autism spectrum disorders are an issue of increasing public health significance. The incidence of autism spectrum disorders has been increasing in recent years, and they are associated with significant personal and financial impacts for affected persons and their families. In recent years, a large number of scientific studies have been undertaken, which investigate genetic and environmental risk factors for autism, with more studies underway. At present, much remains unknown regarding autism spectrum disorder risk factors, but the emerging picture of causation is in many cases complex, with multiple genes and gene-environment interactions being at play. The complexity and uncertainty surrounding autism spectrum disorder risk factors raise a number of questions regarding the ethical considerations that should be taken into account when undertaking autism spectrum disorder risk communication. At present, however, little has been written regarding autism spectrum disorder risk communication and ethics. This article summarizes the findings of a recent conference investigating ethical considerations and policy recommendations in autism spectrum disorder risk communication, which to the authors' knowledge is the first of its kind. Here, the authors discuss a number of issues, including uncertainty; comprehension; inadvertent harm; justice; and the appropriate roles of clinicians, scientists, and the media in autism spectrum disorder risk communication.
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Augmentative and alternative communication supports for adults with autism spectrum disorders.
Trembath, David; Iacono, Teresa; Lyon, Katie; West, Denise; Johnson, Hilary
2014-11-01
Many adults with autism spectrum disorders have complex communication needs and may benefit from the use of augmentative and alternative communication. However, there is a lack of research examining the specific communication needs of these adults, let alone the outcomes of interventions aimed at addressing them. The aim of this study was to explore the views and experiences of support workers and family members regarding the outcomes of providing low-technology communication aids to adults with autism spectrum disorders. The participants were six support workers and two family members of six men and women with autism spectrum disorders, who had received low-technology communication aids. Using semi-structured, in-depth interviews and following thematic analysis, the results revealed strong support for, and the potential benefits of, augmentative and alternative communication for both adults with autism spectrum disorders and their communication partners. The results also revealed inconsistencies in the actions taken to support the use of the prescribed augmentative and alternative communication systems, pointing to the clinical need to address common barriers to the provision of augmentative and alternative communication support. These barriers include organisational practices and limitations in the knowledge and skills of key stakeholders, as well as problematic attitudes. © The Author(s) 2013.
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Federal Register 2010, 2011, 2012, 2013, 2014
2010-08-19
... Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... disclose confidential trade secrets or commercial property such as patentable material, and personal... Deafness and Other Communication Disorders Special Emphasis Panel, R24 RFA. Date: September 16, 2010. Time...
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Handbook of Qualitative Research in Communication Disorders
ERIC Educational Resources Information Center
Ball, Martin J., Ed.; Müller, Nicole, Ed.; Nelson, Ryan L., Ed.
2013-01-01
This volume provides a comprehensive and in-depth handbook of qualitative research in the field of communication disorders. It introduces and illustrates the wide range of qualitative paradigms that have been used in recent years to investigate various aspects of communication disorders. The first part of the Handbook introduces in some detail the…
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Library Instruction in Communication Disorders: Which Databases Should Be Prioritized?
ERIC Educational Resources Information Center
Grabowsky, Adelia
2015-01-01
The field of communication disorders encompasses the health science disciplines of both speech-language pathology and audiology. Pertinent literature for communication disorders can be found in a number of databases. Librarians providing information literacy instruction may not have the time to cover more than a few resources. This study develops…
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Federal Register 2010, 2011, 2012, 2013, 2014
2011-04-15
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... Deafness and Other Communication Disorders, Special Emphasis Panel, R21/R33. Date: May 12, 2011. Time: 11...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-09-10
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the... Deafness and Other Communication Disorders Special Emphasis Panel. Date: September 30, 2013. Time: 2:00 p.m...
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Federal Register 2010, 2011, 2012, 2013, 2014
2011-09-19
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders Notice of Closed Meetings Pursuant to section 10(d) of the... Deafness and Other Communication Disorders Special Emphasis Panel; R21/R33. Date: October 18, 2011. Time...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-06-25
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Notice of Closed Meetings Pursuant to section 10(d) of the... Deafness and Other Communication Disorders Special Emphasis Panel; NIDCD P50 Review Meeting. Date: July 17...
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-10-28
... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute on Deafness and Other Communication Disorders; Amended Notice of Meeting Notice is hereby given of a change in the meeting of the Communication Disorders Review Committee, October 03, 2013, 08:00 a.m. to October...
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ERIC Educational Resources Information Center
Jacob, Udeme Samuel; Olisaemeka, Angela Nneka; Edozie, Isioma Sitamalife
2015-01-01
The paper attempts to discuss the place of intervention in the developmental and communication disorders of children with intellectual disability for the purpose of providing effective inclusion programme. The definition of early intervention was stated, areas affected by children communication disorder such as language comprehension, fluency,…
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[Infant and Toddler Communication Disorders].
ERIC Educational Resources Information Center
Pawl, Jeree, Ed.
1990-01-01
This newsletter issue contains four articles all addressing aspects of intervention with infants and toddlers having communication disorders. The first, "Assessing the Communication of Infants and Toddlers: Integrating a Socioemotional Perspective" (Barry M. Prizant and Amy M. Wetherby) describes a new instrument, the Communication and Symbolic…
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ERIC Educational Resources Information Center
Ganz, Jennifer B.; Simpson, Richard L.; Lund, Emily M.
2012-01-01
Children and youth with autism spectrum disorders (ASD) and other developmental delays frequently experience deficits in functional communication. Identifying and using suitable communication enhancement and augmentative and alternative communication supports is essential to achievement of positive outcomes for these learners. This article…
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ERIC Educational Resources Information Center
Botting, Nicola
2004-01-01
Background: The pragmatic skills of children with communication disorders and their assessment are currently an issue for speech and language therapy and educational placement. Aims: To explore whether different subgroups of children with communication disorders score differently on the Children's Communication Checklist (CCC) and to study how…
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Semantic and Inferencing Abilities in Children with Communication Disorders
ERIC Educational Resources Information Center
Botting, Nicola; Adams, Catherine
2005-01-01
Background: Semantic and inferencing abilities have not been fully examined in children with communication difficulties. Aims: To investigate the inferential and semantic abilities of children with communication difficulties using newly designed tasks. Methods & Procedures: Children with different types of communication disorder were compared with…
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ERIC Educational Resources Information Center
Brukner-Wertman, Yael; Laor, Nathaniel; Golan, Ofer
2016-01-01
DSM-5 introduced two diagnoses describing neurodevelopmental deficits in social communication (SC); Autism Spectrum Disorder (ASD) and Social (Pragmatic) Communication Disorder (SPCD). These diagnoses are differentiated by Repetitive and Restricted Behaviors (RRB), required for an ASD diagnosis and absent in SPCD. We highlight the gaps between the…
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ERIC Educational Resources Information Center
Drew, Auriol; Baird, Gillian; Taylor, Emma; Milne, Elizabeth; Charman, Tony
2007-01-01
The Social Communication Assessment for Toddlers with Autism (SCATA) was designed to measure non-verbal communication, including early and atypical communication, in young children with autism spectrum disorder. Each communicative act is scored according to its form, function, role and complexity. The SCATA was used to measure communicative…
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Locating grey literature on communication disorders.
Shpilko, Inna
2005-01-01
This article provides an overview of selected Web-based resources containing grey literature in the area of communication disorders. It is geared to practitioners, researchers, students, and consumers seeking reliable, freely available scientific information. Grey (or gray) literature has been defined as "that which is produced on all levels of government, academics, business, and industry in print and electronic formats, but which is not controlled by commercial publishers."1 This paper reviews various general reference sources potentially containing grey literature on communication disorders. This review includes identification of the methods specialists in this field use to obtain this valuable, yet often overlooked, literature. Access points and search tools for identifying grey literature on communication disorders are recommended. Commercial databases containing grey literature are not included. Conclusions presented in this article are considered complementary to traditionally published information resources on communication disorders, such as scholarly journals, online databases, etc.
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ERIC Educational Resources Information Center
Baylor, Carolyn; Burns, Michael; Eadie, Tanya; Britton, Deanna; Yorkston, Kathryn
2011-01-01
Purpose: To explore the similarities and differences in self-reported restrictions in communicative participation across different communication disorders in community-dwelling adults. Method: Interviews were conducted with 44 adults representing 7 different medical conditions: spasmodic dysphonia, multiple sclerosis, stroke, stuttering,…
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ERIC Educational Resources Information Center
Simacek, Jessica; Dimian, Adele F.; McComas, Jennifer J.
2017-01-01
Young children with neurodevelopmental disorders such as autism spectrum disorders (ASD) and Rett syndrome often experience severe communication impairments. This study examined the efficacy of parent-implemented communication assessment and intervention with remote coaching via telehealth on the acquisition of early communication skills of three…
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Early Communication Development and Intervention for Children with Autism
ERIC Educational Resources Information Center
Landa, Rebecca
2007-01-01
Autism is a neurodevelopmental disorder defined by impairments in social and communication development, accompanied by stereotyped patterns of behavior and interest. The focus of this paper is on the early development of communication in autism, and early intervention for impairments in communication associated with this disorder. An overview of…
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Referential communication in children with autism spectrum disorder.
Dahlgren, Svenolof; Sandberg, Annika Dahlgren
2008-07-01
Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations for the children's communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated diminished performance in children with autism spectrum disorder, mirroring performance in everyday life, in comparison to verbal IQ and mental age matched typically developing children. Among children with autism spectrum disorders, there was a positive relationship between performance in referential communication and theory of mind. Memory capacity also proved to play a role in success in the task.
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Psychometric Properties of the Chinese Version of the Social Communication Questionnaire
ERIC Educational Resources Information Center
Gau, Susan Shur-Fen; Lee, Chi-Mei; Lai, Meng-Chuan; Chiu, Yen-Nan; Huang, Ya-Fen; Kao, Jen-Der; Wu, Yu-Yu
2011-01-01
This study aimed to examine the psychometric properties of the Chinese version of the Social Communication Questionnaire (SCQ). We assessed 736 participants (male, 80.1%) aged 2-18, who were clinically diagnosed with autism spectrum disorders (ASD) including autistic disorder, Asperger's disorder, or pervasive developmental disorders, not…
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ERIC Educational Resources Information Center
Flippin, Michelle; Reszka, Stephanie; Watson, Linda R.
2010-01-01
Purpose: The Picture Exchange Communication System (PECS) is a popular communication-training program for young children with autism spectrum disorders (ASD). This meta-analysis reviews the current empirical evidence for PECS in affecting communication and speech outcomes for children with ASD. Method: A systematic review of the literature on PECS…
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[Basic disorders in human communication].
Peñaloza-López, Y; Gutiérrez-Silva, J; Andrade-Illañez, E N; Fierro-Evans, M A; Hernández-López, X
1989-01-01
This paper specifies the areas and disorders that concern human communication medicine. The frequency of the diverse disorders is analyzed in relation to age and sex, and the distribution in group ages of several disabling diseases is also discussed.
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Barnard-Brak, Lucy; Richman, David M; Chesnut, Steven Randall; Little, Todd D
2016-12-01
In analyzing data from the National Database for Autism Research, we utilized Mokken scaling techniques as a means of creating a more effective and efficient screening procedure for autism spectrum disorder (ASD) via the Social Communication Questionnaire (SCQ). With a sample of 1,040, approximately 80% (n = 827) of the sample were males while approximately 20% (n = 213) were females. In regard to ethnicity, approximately 68% of the sample were White/Caucasian, while 7% were African American, 16% were Hispanic, 4% were Asian, and 1% were Native American or American Indian. As the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) states that, "individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger's disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder," (American Psychiatric Association, 2013, p. 51), the primary labeling difference between the DSM-IV and the DSM-5 would appear to be in identifying social communication disorder as a newly introduced disorder in the DSM-5, which we discuss. Though school psychologists are not dependent on the DSM to the same extent as clinical psychologists to provide services, school psychology is invested in the effective and efficient assessment of ASD. The current study demonstrates how Mokken scaling procedures may be utilized with respect to ASD identification via the SCQ as well as providing information regarding the prevalence of potential social communication disorder as a new disorder and its discrimination with ASD. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
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ERIC Educational Resources Information Center
Barnard-Brak, Lucy; Richman, David M.; Chesnut, Steven Randall; Little, Todd D.
2016-01-01
In analyzing data from the National Database for Autism Research, we utilized Mokken scaling techniques as a means of creating a more effective and efficient screening procedure for autism spectrum disorder (ASD) via the Social Communication Questionnaire (SCQ). With a sample of 1,040, approximately 80% (n = 827) of the sample were males while…
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Animal models of speech and vocal communication deficits associated with psychiatric disorders
Konopka, Genevieve; Roberts, Todd F.
2015-01-01
Disruptions in speech, language and vocal communication are hallmarks of several neuropsychiatric disorders, most notably autism spectrum disorders. Historically, the use of animal models to dissect molecular pathways and connect them to behavioral endophenotypes in cognitive disorders has proven to be an effective approach for developing and testing disease-relevant therapeutics. The unique aspects of human language when compared to vocal behaviors in other animals make such an approach potentially more challenging. However, the study of vocal learning in species with analogous brain circuits to humans may provide entry points for understanding this human-specific phenotype and diseases. Here, we review animal models of vocal learning and vocal communication, and specifically link phenotypes of psychiatric disorders to relevant model systems. Evolutionary constraints in the organization of neural circuits and synaptic plasticity result in similarities in the brain mechanisms for vocal learning and vocal communication. Comparative approaches and careful consideration of the behavioral limitations among different animal models can provide critical avenues for dissecting the molecular pathways underlying cognitive disorders that disrupt speech, language and vocal communication. PMID:26232298
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ERIC Educational Resources Information Center
Ostryn, Cheryl; Wolfe, Pamela S.; Rusch, Frank R.
2008-01-01
Research related to the use of the Picture Exchange Communication System (PECS) with individuals having autism spectrum disorders (ASDs) was examined using a communication competence paradigm detailed by J. C. Light (1988, 1989, 2003). Communication components were operationalized based on skills identified in ASD research. A review was conducted…
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Yasuyama, Toshiki; Ohi, Kazutaka; Shimada, Takamitsu; Uehara, Takashi; Kawasaki, Yasuhiro
2017-03-01
Impaired social functioning is a hallmark of major psychiatric disorders. The purpose of this study was to detect a disorder-specific factor of social dysfunction among patients with major psychiatric disorders (PSY), including schizophrenia (SCZ), bipolar disorder (BIP) and major depressive disorder (MDD). Social functioning was assessed in patients with SCZ (n=80), BIP (n=27) or MDD (n=29) and healthy controls (HC, n=68) using the Social Functioning Scale (SFS). Compared to HC, the SCZ, BIP and MDD patient groups showed lower total SFS scores. No differences in the total scores for social functioning were observed between patient groups. We next investigated seven subscales of the SFS among PSY and observed significant diagnostic effects on all subscales of the SFS. Notably, patients with SCZ have poorer interpersonal communication than patients with MDD. Furthermore, the poorer interpersonal communication score was significantly correlated with an increase in schizotypal personality traits, as assessed by the Schizotypal Personality Questionnaire (SPQ) in HC. Although there were no differences in overall social functioning among PSY, disorder-specific factors, such as interpersonal communication, were evident in SCZ. The correlation between poor interpersonal communication and the increase in schizotypal traits suggests that poor interpersonal communication may be an intermediate phenotype of SCZ. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Luyster, Rhiannon; Lopez, Kristina; Lord, Catherine
2007-01-01
Characterizing early communicative development in children with Autism Spectrum Disorders (ASD) is valuable for understanding profiles of ability in this population. The current investigation was modeled on Charman, Drew, Baird & Baird (2003b). Analyses explored parent report of early vocabulary, non-verbal communication, functional object use and…
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Augmentative and Alternative Communication Supports for Adults with Autism Spectrum Disorders
ERIC Educational Resources Information Center
Trembath, David; Iacono, Teresa; Lyon, Katie; West, Denise; Johnson, Hilary
2014-01-01
Many adults with autism spectrum disorders have complex communication needs and may benefit from the use of augmentative and alternative communication. However, there is a lack of research examining the specific communication needs of these adults, let alone the outcomes of interventions aimed at addressing them. The aim of this study was to…
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ERIC Educational Resources Information Center
Aydin, Aydan
2016-01-01
This study aims at developing an assessment scale for identifying preschool children's communication skills, at distinguishing children with communication deficiencies and at comparing the communication skills of children with normal development (ND) and those with autism spectrum disorder (ASD). Participants were 427 children of up to 6 years of…
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ERIC Educational Resources Information Center
Adams, Catherine; Lockton, Elaine; Collins, Anna
2018-01-01
Purpose: The purposes of this study are to investigate metapragmatic (MP) ability in 6-11-year-old children with social communication disorder (SCD), developmental language disorder (DLD), and typical language development and to explore factors associated with MP explicitation and social understanding (SU). Method: In this cross-sectional study,…
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Douglas, Natalie F
2016-01-01
The Consolidated Framework for Implementation Research (CFIR) was developed to merge research and practice in healthcare by accounting for the many elements that influence evidence-based treatment implementation. These include characteristics of the individuals involved, features of the treatment itself, and aspects of the organizational culture where the treatment is being provided. The purpose of this study was to apply the CFIR to a measurement of current practice patterns of speech-language pathologists (SLPs) working in the skilled nursing facility (SNF) environment. In an effort to inform future evidence-based practice implementation interventions, research questions addressed current practice patterns, clinician treatment use and preferences, and perceptions of the organizational context including leadership, resources, and other staff. Surveys were mailed to each SLP working in a SNF in the state of Michigan. Participants (N=77, 19% response rate) completed a survey mapping on to CFIR components impacting evidence-based practice implementation. Quantitative descriptive and nonparametric correlational analyses were completed. Use of evidence-based treatments by SLPs in SNFs was highly variable. Negative correlations between treating speech and voice disorders and treating swallowing disorders (rs=-.35, p<.01), evaluating language and cognitive-communicative disorders and treating swallowing disorders (rs=-.30, p<.01), treating language and cognitive-communicative disorders and treating swallowing disorders (rs=-.67, p<.01), and evaluating swallowing disorders and treating language and cognitive-communicative disorders (rs=-.37, p<.01) were noted. A positive correlation between the SLPs' perception of organizational context and time spent evaluating language and other cognitive-communicative disorders (rs=.27, p<.05) was also present. Associative data suggest that the more an SLP in the SNF evaluates and treats swallowing disorders, the less he or she will evaluate speech, voice, language or other cognitive-communicative disorders. Further, SLPs in this sample spent more time evaluating language and cognitive-communicative impairments if they perceived their organizational context in a more positive way. The CFIR may guide treatment and implementation research to increase the uptake of evidence-based practices for SLPs working in the SNF setting. Copyright © 2015 Elsevier Inc. All rights reserved.
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ERIC Educational Resources Information Center
Hill, Doris Adams; Flores, Margaret M.
2014-01-01
Both picture exchange, a low-tech picturebased communication system, and technologybased interventions, such as the iPad™ with communication application, are emerging treatments for students with autism spectrum disorder (ASD), according to the National Autism Center (2009). Recently, investigations regarding the use of the Apple iPad™ to…
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ERIC Educational Resources Information Center
Tien, Kai-Chien
2008-01-01
This research synthesis verifies the effectiveness of the Picture Exchange Communication System (PECS) for improving the functional communication skills of individuals with autism spectrum disorders (ASD). The research synthesis was focused on the degree to which variations in PECS training are associated with variations in functional…
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ERIC Educational Resources Information Center
Park, Ju Hee
2010-01-01
The current study examined whether mothers could be taught to implement the picture exchange communication system (PECS) training with their child and investigated the effects of the mother-implemented PECS training on the spontaneous communication of young children with autism spectrum disorders. Three mothers were trained to teach their child…
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Predicting Intentional Communication in Preverbal Preschoolers with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Sandbank, Micheal; Woynaroski, Tiffany; Watson, Linda R.; Gardner, Elizabeth; Keçeli Kaysili, Bahar; Yoder, Paul
2017-01-01
Intentional communication has previously been identified as a value-added predictor of expressive language in preverbal preschoolers with autism spectrum disorder. In the present study, we sought to identify value-added predictors of intentional communication. Of five theoretically-motivated putative predictors of intentional communication…
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ERIC Educational Resources Information Center
Gregg, Katy
2017-01-01
Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with…
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Communication difficulties perceived by parents of children with developmental disorders.
Sun, Ingrid Ya I; Fernandes, Fernanda Dreux Miranda
2014-01-01
The child's inclusion in his/her social-cultural context is very important to his/her adaptation and well-being. The family has a major role as a facilitator of this process. Therefore the difficulties of these families in communicating with children with communication disorders are an important issue to be assessed in order to support orientations to families. The present study aimed to identify and compare communication difficulties perceived by parents of children with Down Syndrome (DS), Autism Spectrum Disorders (ASD) and Specific Language Impairment (SLI). Information was gathered with the use of a questionnaire with 24 questions regarding the perception of parents about their child communication disorders and the difficulties they identify. The questions were divided into four domains: 1 - Parents' personal difficulties; 2 - Parents' impression about themselves regarding their child; 3 - Parents' impressions about other persons' reactions to their child and 4 - Parents' impression about their child. Sixty parents were the subjects of this study: 20 had children with DS, 20 with SLI and 20 with ASD. All children had ages between 6 and 12 years. It was possible to observe that there was significant difference between the parents of ASD children with those of DS and SLI on the second, third and fourth domains. The questionnaire is effective to the identification of the communication disorders of ASD children based on their parents' reports but not to other developmental disorders.
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Spontaneous Communication in Autism Spectrum Disorder: A Review of Topographies and Interventions
ERIC Educational Resources Information Center
Duffy, Cormac; Healy, Olive
2011-01-01
Lack of spontaneous communicative initiations appears to be a consistent problem in individuals with a diagnosis of autism spectrum disorder (ASD; Fujiki & Brinton, 2009). Spontaneous communication is emitted at a much lower frequency compared to individuals with language impairment and typically developing persons. Deficits of spontaneity in…
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ERIC Educational Resources Information Center
Singer-MacNair, Kristy
2017-01-01
Students with autism spectrum disorder (ASD) have challenges with communication, social interactions, and behavior, which can limit their functioning in school settings. They need to have functional communication skills to access the curriculum and have their needs met across all social environments. Special education teachers often experience…
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The Picture Exchange Communication System: Digital Photographs versus Picture Symbols
ERIC Educational Resources Information Center
Jonaitis, Carmen
2011-01-01
The Picture Exchange Communication System (PECS) is an augmentative and alternative system (AAC) used to improve and increase communication for children with Autism Spectrum Disorder (ASD) and other developmental disorders. Research addressing the efficacy of this system is increasing; however, there is limited information published that evaluates…
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Evaluating Social (Pragmatic) Communication Disorder
ERIC Educational Resources Information Center
Mandy, William; Wang, Adele; Lee, Irene; Skuse, David
2017-01-01
Background: Social (pragmatic) communication disorder (SPCD) is a new diagnosis introduced by DSM-5, characterised by problems with verbal and nonverbal social communication. It is currently unclear whether SPCD is a valid diagnostic category, because little is known about the characteristics of those who meet its criteria. We sought to identify…
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Referential Communication in Children with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Dahlgren, Svenolof; Sandberg, Annika Dahlgren
2008-01-01
Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations for the children's communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated…
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Bullying: what speech-language pathologists should know.
Hughes, Stephanie
2014-01-01
The purpose of this tutorial is to introduce speech-language pathologists (SLPs) to the broad issues surrounding the problem of school bullying in childhood and adolescence. Specifically, types of bullying and their causes are considered, as are the roles students take when bullying occurs and the effects of bullying on students with communication disorders. Strategies and suggestions to help SLPs more effectively prevent and manage bullying of students with communication disorders are discussed. A review of the scholarly literature in education, psychology, child and adolescent development, and speech-language pathology was conducted. Recommendations for how SLPs can prevent and intervene in bullying incidences were extrapolated from the reviewed literature. Students with communication disorders are at particularly high risk for being bullied by peers. Some students with communication disorders are "provocative victims" in that they demonstrate impairments in social skills that draw the attention of bullies. Both provocative victims and typical students may react aggressively when bullied and bully others in retaliation. SLPs can and should help to create an inclusive environment for all students while addressing bullying of students with communication disorders via therapeutic activities.
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ERIC Educational Resources Information Center
Bellomo, Nina M.
2016-01-01
This applied dissertation was designed to provide online multimedia training materials for parents of children, ages 2-11, with Autism Spectrum Disorders (ASD), who use or need Augmentative and Alternative Communication (AAC). Many children with ASD have communication difficulties, and the best path to communication competence is through some form…
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ERIC Educational Resources Information Center
Olive, Melissa L.; Lang, Russell B.; Davis, Tonya N.
2008-01-01
The purpose of this study was to examine the effects of Functional Communication Training (FCT) and a Voice Output Communication Aid (VOCA) on the challenging behavior and language development of a 4-year-old girl with autism spectrum disorder. The participant's mother implemented modified functional analysis (FA) and intervention procedures in…
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ERIC Educational Resources Information Center
Forde, Ita; Holloway, Jennifer; Healy, Olive; Brosnan, Julie
2011-01-01
The study examined the effects of condition and communication partner on spontaneous and elicited communication in children with Autism Spectrum Disorder (ASD) in comparison to age matched typically developing children. Eighteen children participated in the study (nine children diagnosed with ASD and nine typically developing children). Each…
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ERIC Educational Resources Information Center
Park, Ju Hee; Alber-Morgan, Sheila R.; Cannella-Malone, Helen
2011-01-01
This study examined the effects of mother-implemented Picture Exchange Communication System (PECS) training on the independent communication of three young children with autism spectrum disorders. Three mothers were trained to teach their child PECS Phases 1 through 3B, which they did with high integrity. Moreover, all three children successfully…
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Are Males and Females with Autism Spectrum Disorder More Similar than We Thought?
ERIC Educational Resources Information Center
Mussey, Joanna L.; Ginn, Nicole C.; Klinger, Laura G.
2017-01-01
Differences in behavioral and cognitive profiles have been suggested to potentially impact the presentation of social and communication symptoms in females with autism spectrum disorder. This study examined gender differences in age of diagnosis, cognitive profiles, social communication symptomatology, and autism spectrum disorder symptom severity…
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ERIC Educational Resources Information Center
Spain, Debbie; Blainey, Sarah H.
2015-01-01
Autism spectrum disorders are characterised by impairments in communication and social interaction. Social skills interventions have been found to ameliorate socio-communication deficits in children and adolescents with autism spectrum disorders. Little is known about the effectiveness of social skills interventions for adults with…
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Palmer, Andrew D.; Newsom, Jason T.; Rook, Karen S.
2016-01-01
Healthy social relationships are important for maintaining mental and physical health in later life. Less social support, smaller social networks, and more negative social interactions have been linked to depression, poorer immune functioning, lower self-rated health, increased incidence of disease, and higher mortality. Overwhelming evidence suggests that communication disorders adversely affect social relationships. Much less is known about whether some or all aspects of social relationships are negatively affected by a communication disorder. The relative impact of a communication disorder on social relationships, as compared to other kinds of disability, is also poorly understood. Data were analyzed from a representative national sample of community-dwelling adults aged 65 and older living in the continental United States (n = 742). Results from multiple regressions indicated that difficulty communicating was significantly associated with several parameters of social relationships even after controlling for age, gender, partnership status, health, functional limitations, and visual impairment. Communication difficulty was a significant predictor of smaller social network size, fewer positive social exchanges, less frequent participation in social activities, and higher levels of loneliness, but was not a significant predictor of negative social exchanges. These findings suggest that communication disorders may place older adults at increased risk for mental and physical health problems because of social isolation, reduced social participation, and higher rates of loneliness. In addition, it appears that communication disorders may have a greater impact on positive, rather than negative, aspects of social relationships. PMID:27420152
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Wegmann, Elisa; Oberst, Ursula; Stodt, Benjamin; Brand, Matthias
2017-06-01
Some of the most frequently used online applications are Facebook, WhatsApp, and Twitter. These applications allow individuals to communicate with other users, to share information or pictures, and to stay in contact with friends all over the world. However, a growing number of users suffer from negative consequences due to their excessive use of these applications, which can be referred to as Internet-communication disorder. The frequent use and easy access of these applications may also trigger the individual's fear of missing out on content when not accessing these applications. Using a sample of 270 participants, a structural equation model was analyzed to investigate the role of psychopathological symptoms and the fear of missing out on expectancies towards Internet-communication applications in the development of symptoms of an Internet-communication disorder. The results suggest that psychopathological symptoms predict higher fear of missing out on the individual's Internet-communication applications and higher expectancies to use these applications as a helpful tool to escape from negative feelings. These specific cognitions mediate the effect of psychopathological symptoms on Internet-communication disorder. Our results are in line with the theoretical model by Brand et al. (2016) as they show how Internet-related cognitive bias mediates the relationship between a person's core characteristics (e.g., psychopathological symptoms) and Internet-communication disorder. However, further studies should investigate the role of the fear of missing out as a specific predisposition, as well as specific cognition in the online context.
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The International Communication Project: Raising global awareness of communication as a human right.
Mulcair, Gail; Pietranton, Arlene A; Williams, Cori
2018-02-01
Communication as a human right is embedded within Article 19 of the Universal Declaration of Human Rights; however, there is a need to raise global awareness of the communication needs of those with communication disorders. In 2014, the six national speech-language and audiology professional bodies that comprise the Mutual Recognition Agreement (MRA) launched the International Communication Project (ICP) to help raise awareness of communication disorders around the world. Since its inception, the project has engaged close to 50 organisations from diverse regions, and has undertaken a number of initiatives, including development of the Universal Declaration of Communication Rights. A consultancy report was commissioned to inform ICP efforts to influence international policy bodies. As a result, the current focus of the ICP is to identify opportunities to influence the policies of organisations such as the World Health Organization, the United Nations and World Bank to more explicitly acknowledge and address communication as a human right. This commentary paper describes the work of the ICP to date, with an emphasis on the place of communication disorders in current international policy and potential pathways for advocacy.
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[Communication and language in the autistic spectrum: autism and dysphasia].
Martos, J; Ayuda, R
2002-02-01
The alterations of language and communication seen in children with autistic spectrum disorders (TEA) have some similar and some dissimilar features to those seen in children with specific language disorders (TEL). The basic disorder of TEA seems to be due to alterations in the social and mental use of codes of communication, both verbal and non verbal. Children with TEL however have better non verbal and practical abilities. In view of this, we decided to determine the qualitative difference in function in communication and language between the two populations. The great heterogeneity between persons with autistic spectrum disorders and even variation between individuals makes investigation of large groups difficult. It is therefore necessary to study individual cases or groups with small numbers. If we fix our attention on language and communication, it is important to define subtypes of function with the population affected by the autistic spectrum of disorders at an early age, in the fields of communication, receptive language and expressive language in our small sample of persons; taking the normal course of development in each field as the parameter for comparison. This is a pilot study within a long term research project. The results reported here are the preliminary findings of what will be a more extensive study with fuller analysis of the results. The preliminary findings suggest that there are different linguistic and communication function profiles in the different populations compared.
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Communication in autism spectrum disorder: a guide for pediatric nurses.
Brown, Amanda B; Elder, Jennifer H
2014-01-01
In the United States, one in every 68 children has autism spectrum disorder (ASD) (Centers for Disease Control and Prevention, 2014). ASD is a developmental disorder of the brain that is characterized by impairments in social interaction, communication, and repetitive patterns of behavior (American Psychiatric Association [APA], 2013). Nurses have a duty to provide high quality care to children with ASD. Effective communication is essential to providing quality care. Three main theories attempt to explain how the ASD brain functions and the implications on communication: lack of theory of mind, weak central coherence, and lack of executive function. Children with ASD have difficulties in vocalic, kinesthetic, and proxemic aspects of communication (Notbhom, 2006). Simple adaptations to environment and style can make the communication between nurses and children with ASD easier and more effective (Aylott, 2000; Green et al., 2010).
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Baixauli-Fortea, I; Gascon-Herranz, N; de Carlos-Isla, M; Colomer-Diago, C
2018-03-01
The 'More than Words' programme aims to enable parents to take advantage of day-to-day situations as communication learning settings, through the use of instruction in responsive-type interaction strategies. To describe the effects of this programme on the communication skills of a child with autism spectrum disorder and on the language the parents use to address him. A three-phase design (pre-intervention, intervention and post-intervention) was employed, in which the responsive interactions of the parents and the child's communicative acts were measured. The intervention can modify the parents' communicative style, especially when the family receives guidance from a speech therapist. Nevertheless, the responsive nature of the parents' communication tends to diminish when the intervention finishes. Conversely, the child's communicative acts increase, with a medium-sized effect of the treatment. The 'More than Words' programme can be a good starting point for parents to become familiar with strategies that foster communication with their children who have autism spectrum disorder.
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Park, Albert; Conway, Mike
2018-04-10
Mental disorders such as depression, bipolar disorder, and schizophrenia are common, incapacitating, and have the potential to be fatal. Despite the prevalence and gravity of mental disorders, our knowledge concerning everyday challenges associated with them is relatively limited. One of the most studied deficits related to everyday challenges is language impairment, yet we do not know how mental disorders can impact common forms of written communication, for example, social media. The aims of this study were to investigate written communication challenges manifest in online mental health communities focusing on depression, bipolar disorder, and schizophrenia, as well as the impact of participating in these online mental health communities on written communication. As the control, we selected three online health communities focusing on positive emotion, exercising, and weight management. We examined lexical diversity and readability, both important features for measuring the quality of writing. We used four well-established readability metrics that consider word frequencies and syntactic complexity to measure writers' written communication ability. We then measured the lexical diversity by calculating the percentage of unique words in posts. To compare lexical diversity and readability among communities, we first applied pairwise independent sample t tests, followed by P value adjustments using the prespecified Hommel procedure to adjust for multiple comparison. To measure the changes, we applied linear least squares regression to the readability and lexical diversity scores against the interaction sequence for each member, followed by pairwise independent sample t tests and P value adjustments. Given the large sample of members, we also report effect sizes and 95% CIs for the pairwise comparisons. On average, members of depression, bipolar disorder, and schizophrenia communities showed indications of difficulty expressing their ideas compared with three other online health communities. Our results also suggest that participating in these platforms has the potential to improve members' written communication. For example, members of all three mental health communities showed statistically significant improvement in both lexical diversity and readability compared with members of the OHC focusing on positive emotion. We provide new insights into the written communication challenges faced by individuals suffering from depression, bipolar disorder, and schizophrenia. A comparison with three other online health communities suggests that written communication in mental health communities is significantly more difficult to read, while also consisting of a significantly less diverse lexicon. We contribute practical suggestions for utilizing our findings in Web-based communication settings to enhance members' communicative experience. We consider these findings to be an important step toward understanding and addressing everyday written communication challenges among individuals suffering from mental disorders. ©Albert Park, Mike Conway. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 10.04.2018.
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Eriksson, Karin; Hartelius, Lena; Saldert, Charlotta
2016-10-01
Communication partner training is an increasingly common approach to improve the possibilities for people with communication disorders to participate in everyday interaction. So far, though, little is known about what conversation partner characteristics might influence the ability to be a supportive partner in conversation. The current study explored possible associations between the observed skill to support a person with communication difficulties in conversation and the following characteristics of the conversation partner; executive function, inference ability, age, education level and relationship to the person with communication disorder. The impact of the aetiology of the communication difficulties was also explored. Thirty-five dyads participated: 23 people with aphasia along with 18 significant others and five enrolled nurses and 12 people with Parkinson's disease along with 10 significant others and two enrolled nurses. Only tendencies of associations were found between observed skill to support conversation and executive function for the significant others and inference ability for the enrolled nurses. Although type of activity involved in the conversation may be a key factor, the results indicate that executive function and ability to make mental inferences may matter for the ability to support a person with communication disorder in conversation.
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ERIC Educational Resources Information Center
Murdock, Linda C.; Cost, Hollie C.; Tieso, Carol
2007-01-01
The "Social-Communication Assessment Tool" (S-CAT) was created as a direct observation instrument to quantify specific social and communication deficits of children with autism spectrum disorders (ASD) within educational settings. In this pilot study, the instrument's content validity and interrater reliability were investigated to determine the…
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The Communication Attitude Test (CAT-S): Normative Values for 220 Swedish Children
ERIC Educational Resources Information Center
Johannisson, Tove B.; Wennerfeldt, Susanna; Havstam, Christina; Naeslund, Maria; Jacobson, Kajsa; Lohmander, Anette
2009-01-01
Background: The risk of developing a negative attitude to communication as a consequence of having a speech disorder has been in focus for decades in research concerning fluency disorders in relation to both children and adults. The Communication Attitude Test (CAT), which was created to measure children's attitudes towards their own…
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ERIC Educational Resources Information Center
Shane, Howard C.; Laubscher, Emily H.; Schlosser, Ralf W.; Flynn, Suzanne; Sorce, James F.; Abramson, Jennifer
2012-01-01
The burgeoning role of technology in society has provided opportunities for the development of new means of communication for individuals with Autism Spectrum Disorders (ASD). This paper offers an organizational framework for describing traditional and emerging augmentative and alternative communication (AAC) technology, and highlights how tools…
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ERIC Educational Resources Information Center
Yoder, Paul; Stone, Wendy L.
2006-01-01
This randomized group experiment compared the efficacy of 2 communication interventions (Responsive Education and Prelinguistic Milieu Teaching [RPMT] and the Picture Exchange Communication System [PECS]) in 36 preschoolers with autism spectrum disorders. Each treatment was delivered 3 times per week, in 20-min sessions, for 6 months. The results…
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ERIC Educational Resources Information Center
Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Sheridan, Susan M.; Mandell, David S.
2016-01-01
Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem-solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the…
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ERIC Educational Resources Information Center
Dykstra, Jessica R.; Boyd, Brian A.; Watson, Linda R.; Crais, Elizabeth R.; Baranek, Grace T.
2012-01-01
This study evaluates an intervention targeting social-communication and play skills (Advancing Social-communication And Play; ASAP) implemented by school staff in a public preschool setting. With increases in enrollment of children with autism spectrum disorder (ASD) in school systems, establishing the effectiveness and feasibility of…
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ERIC Educational Resources Information Center
Dykstra, Jessica R.; Boyd, Brian A.; Watson, Linda R.; Crais, Elizabeth R.; Baranek, Grace T.
2012-01-01
This study evaluates an intervention targeting social-communication and play skills (Advancing Social-communication and Play; ASAP) implemented by school staff in a public preschool setting. With increases in enrollment of children with autism spectrum disorder (ASD) in school systems, establishing the effectiveness and feasibility of…
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ERIC Educational Resources Information Center
Thunberg, Gunilla; Ahlsen, Elisabeth; Sandberg, Annika Dahlgren
2007-01-01
The communication of four children with autistic spectrum disorder was investigated when they were supplied with a speech-generating device (SGD) in three different activities in their home environment: mealtime, story reading and "sharing experiences of the preschool day". An activity based communication analysis, in which collective and…
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Impact of Milieu Teaching on Communication Skills of Young Children with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Christensen-Sandfort, Robyn J.; Whinnery, Stacie B.
2013-01-01
This 5-month study examined the impact of a behaviorally based naturalistic teaching strategy, milieu teaching, on the communication skills of preschool-aged children with Autism Spectrum Disorder (ASD) in an early childhood special education (ECSE) classroom. A multiple baseline across participants design was used. Communication targets were…
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Ghilain, Christine S; Parlade, Meaghan V; McBee, Matthew T; Coman, Drew C; Owen, Taylor; Gutierrez, Anibal; Boyd, Brian; Odom, Samuel; Alessandri, Michael
2017-02-01
Joint attention, or the shared focus of attention between objects or events and a social partner, is a crucial milestone in the development of social communication and a notable area of deficit in children with autism spectrum disorder. While valid parent-report screening measures of social communication are available, the majority of these measures are designed to assess a wide range of behaviors. Targeted assessment of joint attention and related skills is primarily limited to semi-structured, examiner-led interactions, which are time-consuming and laborious to score. The Pictorial Infant Communication Scale is an efficient parent-report measure of joint attention that can be used as a complement to structured assessments in fully characterizing early social communication development. This study examined the psychometric properties of the Pictorial Infant Communication Scale. Results revealed a high degree of internal consistency and strong intercorrelations between subscales. Additionally, confirmatory factor analysis supported a three-factor model of joint attention. Furthermore, significant correlations between the Pictorial Infant Communication Scale and direct clinical measures of child joint attention, language skills, and autism spectrum disorder symptom severity were suggestive of concurrent validity. Findings suggest that the Pictorial Infant Communication Scale is a promising tool for measuring joint attention skills in preschool-aged children with autism spectrum disorder.
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Wu, Renrong; Kemp, David E; Sajatovic, Martha; Zhao, Jingping; Calabrese, Joseph R; Gao, Keming
2011-12-01
Communicating potential benefits and harm to patients and payers is essential for high-quality care. However, there are no published guidelines or consensuses on how to communicate potential benefits and harm to patients and payers. The goal of this review was to identify key elements for communication between clinicians, patients, and payers to achieve maximal benefits and minimal risk. Literature published from January 1980 to July 2011 and cited on MEDLINE was searched using the terms communication, benefit, harm, effectiveness, cost, cost-effectiveness, psychiatry, bipolar disorder, schizophrenia, and major depressive disorder. Elements related to communicating benefits and/or harm to patients and payers were identified, with only key elements discussed in detail here. Evidence-based medicine, number needed to treat to benefit (NNTB) or harm (NNTH), and the likelihood of being helped or harmed (LHH) have been advocated as the basis for communication in all specialties of medicine. Phase-dependent communication of benefits and harm is novel, especially in patients with different phases of illness, such as bipolar disorder. Duration-dependent (short-term versus long-term) communication is essential for all psychiatric disorders to reduce the burden of relapse and adverse events with long-term treatment. For drugs with multiple therapeutic indications, a disease-dependent approach is crucial to maximize benefits and minimize harm. The exclusion of comorbid psychiatric disorders in pivotal efficacy trials affects their generalizability. Communicating cost (direct versus indirect) is an essential component in reducing health care expenditures. The results of available cost-effectiveness analyses of psychiatric pharmacotherapy have been inconsistent and/or contradictory. Evidence-based communication of potential benefits and harm to patients and payers, using NNTB, NNTH, and LHH, should be the key principle that guides decision making. Phase-, duration-, and disease-dependent communication and evidence-based cost-saving principles can maximize benefit and reduce harm. Copyright © 2011 Elsevier HS Journals, Inc. All rights reserved.
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ERIC Educational Resources Information Center
MacKay, Tommy; Knott, Fiona; Dunlop, Aline-Wendy
2007-01-01
Background: Difficulties with social interaction and understanding lie at the heart of the communication disorder that characterises the autism spectrum. This study sought to improve social communication for individuals with autism spectrum disorder (ASD) by means of a groupwork intervention focusing on social and emotional perspective-taking,…
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Increasing Communication Skills: A Case Study of a Man with Autism Spectrum Disorder and Vision Loss
ERIC Educational Resources Information Center
Kee, S. Brian; Casey, Laura Baylot; Cea, Clayton R.; Bicard, David F.; Bicard, Sara E.
2012-01-01
According to the "Diagnostic and Statistical Manual of Mental Disorders" (DSM-IV-TR; American Psychiatric Association, APA, 2000), autism is a neurodevelopmental disorder that is characterized by impairments in social and communicative behaviors with great variations in ability, depending on developmental level, intelligence, and chronological…
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Theodoros, Deborah; Aldridge, Danielle; Hill, Anne J; Russell, Trevor
2018-06-19
Communication and swallowing disorders are highly prevalent in people with Parkinson's disease (PD). Maintenance of functional communication and swallowing over time is challenging for the person with PD and their families and may lead to social isolation and reduced quality of life if not addressed. Speech and language therapists (SLTs) face the conundrum of providing sustainable and flexible services to meet the changing needs of people with PD. Motor, cognitive and psychological issues associated with PD, medication regimens and dependency on others often impede attendance at a centre-based service. The access difficulties experienced by people with PD require a disruptive service approach to meet their needs. Technology-enabled management using information and telecommunications technologies to provide services at a distance has the potential to improve access, and enhance the quality of SLT services to people with PD. To report the status and scope of the evidence for the use of technology in the management of the communication and swallowing disorders associated with PD. Studies were retrieved from four major databases (PubMed, CINAHL, EMBASE and Medline via Web of Science). Data relating to the types of studies, level of evidence, context, nature of the management undertaken, participant perspectives and the types of technologies involved were extracted for the review. A total of 17 studies were included in the review, 15 of which related to the management of communication and swallowing disorders in PD with two studies devoted to participant perspectives. The majority of the studies reported on the treatment of the speech disorder in PD using Lee Silverman Voice Treatment (LSVT LOUD ® ). Synchronous and asynchronous technologies were used in the studies with a predominance of the former. There was a paucity of research in the management of cognitive-communication and swallowing disorders. Research evidence supporting technology-enabled management of the communication and swallowing disorders in PD is limited and predominantly low in quality. The treatment of the speech disorder online is the most developed aspect of the technology-enabled management pathway. Future research needs to address technology-enabled management of cognitive-communication and swallowing disorders and the use of a more diverse range of technologies and management approaches to optimize SLT service delivery to people with PD. © 2018 Royal College of Speech and Language Therapists.
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A collaborative approach to supporting communication in the assessment of decision-making capacity.
Zuscak, Simon John; Peisah, Carmelle; Ferguson, Alison
2016-01-01
This paper explores the clinical implications of acquired communication disorders in decisional capacity. Discipline-specific contributions are discussed in a multidisciplinary context, with a specific focus on the role of speech and language pathologists (SLPs). Key rehabilitation issues in determining decisional capacity are identified. The impact of communication impairment on capacity is discussed in light of the research literature relating to supportive communication and collaborative practice that respects human rights. Guidelines are presented for professionals involved in the assessment of the decisional capacity of individuals with communication disorders of neurological origin. They guide an assessor through: assessing cognition, language and speech; determining preferred communication domains; and practical strategies and considerations for maximising communication. There is a dearth of guidelines available that deal with augmenting and supporting communication of individuals with acquired communication disorders of neurological origin when it comes to assessing legal decision-making capacity. Capacity assessment is a multidisciplinary realm, and the involvement of SLPs is key to maximising the decision-making capacity of these individuals. All clinicians have an obligation to maximise client autonomy and participation in decision-making. Assessments of capacity should involve a general cognitive ability assessment, followed by a decision-specific assessment tool or question set for the decision facing the patient. The involvement of speech and language pathologists (SLPs) is key to assess and facilitate capacity determinations in instances of cognitive-communication disorder. Impairments in different aspects of auditory comprehension require different accommodations.
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ERIC Educational Resources Information Center
Collins, Terri Lane Sutherland
2010-01-01
The prevalence rates of children being diagnosed with autism spectrum disorder (ASD) continue to rise at alarming rates. Recent figures suggest that approximately 1 in 90 children have an ASD. Children with ASD have significant deficits that affect communication skills and social interaction. Children with ASD may also engage in high levels of…
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ERIC Educational Resources Information Center
Mancil, G. Richmond; Conroy, Maureen A.; Haydon, Todd F.
2009-01-01
The purpose of the current study was to evaluate the effectiveness of combining milieu therapy and functional communication training (FCT) to replace aberrant behavior with functional communicative skills in 3 male preschool or elementary aged children with Autism Spectrum Disorders (ASD). Study activities were conducted in the natural…
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Symbolic Communication Forms in Young Children with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Braddock, Barbara A.; Armbrecht, Eric S.
2016-01-01
The aim of this study was to examine how early symbolic forms (and their associated communicative functions) are related to change in communication among a sample of 12 young children with autism spectrum disorder (ASD) who produced two or fewer spoken words ("M" age = 28.75 months; 11 male, 1 female). Parents reported on children's…
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ERIC Educational Resources Information Center
Absoud, Michael; Parr, Jeremy R.; Salt, Alison; Dale, Naomi
2011-01-01
Available observational tools used in the identification of social communication difficulties and diagnosis of autism spectrum disorder (ASD) rely partly on visual behaviours and therefore may not be valid in children with visual impairment. A pilot observational instrument, the Visual Impairment and Social Communication Schedule (VISS), was…
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ERIC Educational Resources Information Center
Gillespie-Smith, K.; Riby, D. M.; Hancock, P. J. B.; Doherty-Sneddon, G.
2014-01-01
Background: Children with autism spectrum disorder (ASD) may require interventions for communication difficulties. One type of intervention is picture communication symbols which are proposed to improve comprehension of linguistic input for children with ASD. However, atypical attention to faces and objects is widely reported across the autism…
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ERIC Educational Resources Information Center
Gibson, Jenny; Adams, Catherine; Lockton, Elaine; Green, Jonathan
2013-01-01
Background: Developmental disorders of language and communication present considerable diagnostic challenges due to overlapping of symptomatology and uncertain aetiology. We aimed to further elucidate the behavioural and linguistic profile associated with impairments of social communication occurring outside of an autism diagnosis. Methods: Six to…
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ERIC Educational Resources Information Center
Bearden, Carrie E.; Wu, Keng Nei; Caplan, Rochelle; Cannon, Tyrone D.
2011-01-01
Objective: Given the fundamental role of thought disorder in schizophrenia, subtle communication disturbance may be a valuable predictor of subsequent development of psychosis. Here we examined the contribution of thought and communication disturbance to the prediction of outcome in adolescents identified as putatively prodromal for psychosis.…
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Communication Disorders in the School: Perspectives on Academic and Social Success an Introduction
ERIC Educational Resources Information Center
Thatcher, Karen L.; Fletcher, Kathryn; Decker, Blair
2008-01-01
The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of "Psychology in the Schools"…
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ERIC Educational Resources Information Center
Matson, Johnny L.; Hess, Julie A.; Mahan, Sara
2013-01-01
One-hundred nine children 3-16 years of age diagnosed with Autistic Disorder, Pervasive Developmental Disorder Not Otherwise Specified, or Asperger's Syndrome were studied. Children resided in six states in the United States. Using moderation analysis via multiple regression, verbal communication and challenging behaviors and how they interact…
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ERIC Educational Resources Information Center
George-Nichols, Nancy; And Others
The guide is intended to provide information on appropriate programing for elementary and secondary pupils with either perceptual/communicative or emotional/behavioral disorders. The guide, which is patterned after regular education objectives, offers comprehensive task analysis in four content areas (subtopics in parentheses): (1) readiness…
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Autism Spectrum Disorders. NICHCY Disability Fact Sheet #1
ERIC Educational Resources Information Center
National Dissemination Center for Children with Disabilities, 2010
2010-01-01
Each of the disorders on the autism spectrum is a neurological disorder that affects a child's ability to communicate, understand language, play, and relate to others. They share some or all of the following characteristics, which can vary from mild to severe: (1) Communication problems (for example, with the use or comprehension of language); (2)…
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ERIC Educational Resources Information Center
Sappok, Tanja; Brooks, Whitney; Heinrich, Manuel; McCarthy, Jane; Underwood, Lisa
2017-01-01
Diagnosing Autism Spectrum Disorders (ASD) is important throughout the lifespan. The objective was to investigate the transcultural diagnostic validity of the Social Communication Questionnaire (SCQ) in a clinical sample of 451 adults with Intellectual Developmental Disorder (IDD) with and without ASD in Germany, the U.S.A. and Great Britain.…
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Assessing Early Communication Skills at 12 Months: A Retrospective Study of Autism Spectrum Disorder
ERIC Educational Resources Information Center
Swain, Nathaniel Robert; Eadie, Patricia Ann; Prior, Margot Ruth; Reilly, Sheena
2015-01-01
Background: Early identification of Autism Spectrum Disorder (ASD) is currently limited by the absence of reliable biological markers for the disorder, as well as the reliability of screening and assessment tools for children aged between 6 and 18 months. Ongoing research has demonstrated the importance of early social communication skills in…
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Demographic and clinical correlates of autism symptom domains and autism spectrum diagnosis.
Frazier, Thomas W; Youngstrom, Eric A; Embacher, Rebecca; Hardan, Antonio Y; Constantino, John N; Law, Paul; Findling, Robert L; Eng, Charis
2014-07-01
Demographic and clinical factors may influence assessment of autism symptoms. This study evaluated these correlates and also examined whether social communication and interaction and restricted/repetitive behavior provided unique prediction of autism spectrum disorder diagnosis. We analyzed data from 7352 siblings included in the Interactive Autism Network registry. Social communication and interaction and restricted/repetitive behavior symptoms were obtained using caregiver-reports on the Social Responsiveness Scale. Demographic and clinical correlates were covariates in regression models predicting social communication and interaction and restricted/repetitive behavior symptoms. Logistic regression and receiver operating characteristic curve analyses evaluated the incremental validity of social communication and interaction and restricted/repetitive behavior domains over and above global autism symptoms. Autism spectrum disorder diagnosis was the strongest correlate of caregiver-reported social communication and interaction and restricted/repetitive behavior symptoms. The presence of comorbid diagnoses also increased symptom levels. Social communication and interaction and restricted/repetitive behavior symptoms provided significant, but modest, incremental validity in predicting diagnosis beyond global autism symptoms. These findings suggest that autism spectrum disorder diagnosis is by far the largest determinant of quantitatively measured autism symptoms. Externalizing (attention deficit hyperactivity disorder) and internalizing (anxiety) behavior, low cognitive ability, and demographic factors may confound caregiver-report of autism symptoms, potentially necessitating a continuous norming approach to the revision of symptom measures. Social communication and interaction and restricted/repetitive behavior symptoms may provide incremental validity in the diagnosis of autism spectrum disorder. © The Author(s) 2013.
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[Autism Spectrum Disorder and DSM-5: Spectrum or Cluster?].
Kienle, Xaver; Freiberger, Verena; Greulich, Heide; Blank, Rainer
2015-01-01
Within the new DSM-5, the currently differentiated subgroups of "Autistic Disorder" (299.0), "Asperger's Disorder" (299.80) and "Pervasive Developmental Disorder" (299.80) are replaced by the more general "Autism Spectrum Disorder". With regard to a patient-oriented and expedient advising therapy planning, however, the issue of an empirically reproducible and clinically feasible differentiation into subgroups must still be raised. Based on two Autism-rating-scales (ASDS and FSK), an exploratory two-step cluster analysis was conducted with N=103 children (age: 5-18) seen in our social-pediatric health care centre to examine potentially autistic symptoms. In the two-cluster solution of both rating scales, mainly the problems in social communication grouped the children into a cluster "with communication problems" (51 % and 41 %), and a cluster "without communication problems". Within the three-cluster solution of the ASDS, sensory hypersensitivity, cleaving to routines and social-communicative problems generated an "autistic" subgroup (22%). The children of the second cluster ("communication problems", 35%) were only described by social-communicative problems, and the third group did not show any problems (38%). In the three-cluster solution of the FSK, the "autistic cluster" of the two-cluster solution differentiated in a subgroup with mainly social-communicative problems (cluster 1) and a second subgroup described by restrictive, repetitive behavior. The different cluster solutions will be discussed with a view to the new DSM-5 diagnostic criteria, for following studies a further specification of some of the ASDS and FSK items could be helpful.
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Demographic and clinical correlates of autism symptom domains and autism spectrum diagnosis
Frazier, Thomas W; Youngstrom, Eric A; Embacher, Rebecca; Hardan, Antonio Y; Constantino, John N; Law, Paul; Findling, Robert L; Eng, Charis
2014-01-01
Demographic and clinical factors may influence assessment of autism symptoms. This study evaluated these correlates and also examined whether social communication and interaction and restricted/repetitive behavior provided unique prediction of autism spectrum disorder diagnosis. We analyzed data from 7352 siblings included in the Interactive Autism Network registry. Social communication and interaction and restricted/repetitive behavior symptoms were obtained using caregiver-reports on the Social Responsiveness Scale. Demographic and clinical correlates were covariates in regression models predicting social communication and interaction and restricted/repetitive behavior symptoms. Logistic regression and receiver operating characteristic curve analyses evaluated the incremental validity of social communication and interaction and restricted/repetitive behavior domains over and above global autism symptoms. Autism spectrum disorder diagnosis was the strongest correlate of caregiver-reported social communication and interaction and restricted/repetitive behavior symptoms. The presence of comorbid diagnoses also increased symptom levels. Social communication and interaction and restricted/repetitive behavior symptoms provided significant, but modest, incremental validity in predicting diagnosis beyond global autism symptoms. These findings suggest that autism spectrum disorder diagnosis is by far the largest determinant of quantitatively measured autism symptoms. Externalizing (attention deficit hyperactivity disorder) and internalizing (anxiety) behavior, low cognitive ability, and demographic factors may confound caregiver-report of autism symptoms, potentially necessitating a continuous norming approach to the revision of symptom measures. Social communication and interaction and restricted/repetitive behavior symptoms may provide incremental validity in the diagnosis of autism spectrum disorder. PMID:24104512
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Predicting Intentional Communication in Preverbal Preschoolers with Autism Spectrum Disorder.
Sandbank, Micheal; Woynaroski, Tiffany; Watson, Linda R; Gardner, Elizabeth; Keçeli Kaysili, Bahar; Yoder, Paul
2017-06-01
Intentional communication has previously been identified as a value-added predictor of expressive language in preverbal preschoolers with autism spectrum disorder. In the present study, we sought to identify value-added predictors of intentional communication. Of five theoretically-motivated putative predictors of intentional communication measured early in the study (at study entry and 4 months after), three had significant zero-order correlations with later intentional communication (12 months after study entry) and were thus added to a linear model that predicted later intentional communication scores controlling for initial intentional communication scores at study entry. After controlling for initial intentional communication, early motor imitation was the only predictor that accounted for a significant amount of variance in children's later intentional communication.
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Costa, Nayara Thais de Oliveira; Martinho-Carvalho, Ana Claudia; Cunha, Maria Claudia; Lewis, Doris Ruthi
2012-01-01
This study had the aim to investigate the auditory and communicative abilities of children diagnosed with Auditory Neuropathy Spectrum Disorder due to mutation in the Otoferlin gene. It is a descriptive and qualitative study in which two siblings with this diagnosis were assessed. The procedures conducted were: speech perception tests for children with profound hearing loss, and assessment of communication abilities using the Behavioral Observation Protocol. Because they were siblings, the subjects in the study shared family and communicative context. However, they developed different communication abilities, especially regarding the use of oral language. The study showed that the Auditory Neuropathy Spectrum Disorder is a heterogeneous condition in all its aspects, and it is not possible to make generalizations or assume that cases with similar clinical features will develop similar auditory and communicative abilities, even when they are siblings. It is concluded that the acquisition of communicative abilities involves subjective factors, which should be investigated based on the uniqueness of each case.
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Tierney, Cheryl D; Kurtz, Marie; Panchik, Ann; Pitterle, Kathleen
2014-04-01
This article provides an analysis of the effectiveness of commonly used interventions for social pragmatic interventions for children with autism spectrum disorder (ASD) and social communication disorders. Several evidence-based social skills interventions are emerging, including peer mentoring, social skills groups, and video modeling. Social stories are effective as supports for improved interactions but generalization is limited. Research supports the need for multimodality and individualized treatment programs. Research validates that video and visual learning is highly effective with children with ASD when utilized with specific, appropriate targets. Multiple studies have shown that picture-based communication systems are effective at improving functional communication with moderate effects on social communication. Despite limitations in research, there is strong evidence in the existing literature for the role of alternative augmentative communication in improving both functional and social communication. Social pragmatic interventions when individualized are effective for improving language, adaptive behavior and social skills.
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Skuse, David H; Mandy, William; Steer, Colin; Miller, Laura L; Goodman, Robert; Lawrence, Kate; Emond, Alan; Golding, Jean
2009-02-01
The proportion of schoolchildren with mild social communicative deficits far exceeds the number diagnosed with an autistic spectrum disorder (ASD). We aimed to ascertain both the population distribution of such deficits and their association with functional adaptation and cognitive ability in middle childhood. The parent-report Social and Communication Disorders Checklist was administered to participants (n = 8,094) in the Avon Longitudinal Study of Parents and Children. We correlated impairment severity with independent clinical diagnoses of ASD, cognitive abilities, and teacher-rated maladaptive behavior. Social and Communication Disorders Checklist scores were continuously distributed in the general population; boys had mean scores 30% higher than girls. Social communicative deficits were associated with functional impairment at school, especially in domains of hyperactivity and conduct disorders. A sex-by-verbal IQ interaction effect occurred: verbal IQ was protective against social communication impairments across the range of abilities in female subjects only. In male subjects, this protective effect did not exist for those with above-average verbal IQ. Social communicative deficits are of prognostic significance, in terms of behavioral adjustment at school, for boys and girls. Their high general population prevalence emphasizes the importance of measuring such traits among clinically referred children who do not meet diagnostic ASD criteria. Above-average verbal IQ seems to confer protection against social communication impairments in female subjects but not in male subjects.
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McGinty, Emma; Pescosolido, Bernice; Kennedy-Hendricks, Alene; Barry, Colleen L
2018-02-01
Despite the high burden and poor rates of treatment associated with mental illness and substance use disorders, public support for allocating resources to improving treatment for these disorders is low. A growing body of research suggests that effective policy communication strategies can increase public support for policies benefiting people with these conditions. In October 2015, the Center for Mental Health and Addiction Policy Research at Johns Hopkins University convened an expert forum to identify what is currently known about the effectiveness of such policy communication strategies and produce recommendations for future research. One of the key conclusions of the forum was that communication strategies using personal narratives to engage audiences have the potential to increase public support for policies benefiting persons with mental illness or substance use disorders. Specifically, narratives combining personal stories with depictions of structural barriers to mental illness and substance use disorder treatment can increase the public's willingness to invest in the treatment system. Depictions of mental illness and violence significantly increase public stigma toward people with mental illness and are no more effective in increasing willingness to invest in mental health services than nonstigmatizing messages about structural barriers to treatment. Future research should prioritize development and evaluation of communication strategies to increase public support for evidence-based substance use disorder policies, including harm reduction policies-such as needle exchange programs-and policies expanding treatment.
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Yuan, Haiying; Dollaghan, Christine
2018-03-27
The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition introduced a new neurodevelopmental disorder, social (pragmatic) communication disorder (SPCD), that is characterized by deficits in 4 areas of communication. Although descriptions of these areas are provided, no assessment tools for SPCD are recommended. The purpose of this study was to examine the extent to which items from measurement tools commonly used in assessing pragmatic language impairment and related disorders might be useful in assessing the characteristics of social communication that define SPCD in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Based on a literature search, 594 items from assessment tools commonly used to measure social communication abilities in people with pragmatic language impairment were identified. The first author judged whether each item reflected 1, more than 1, or none of the 4 SPCD diagnostic characteristics. After a brief training process, 5 second raters independently mapped subsets of items to the 6 categories. We calculated the percentage of agreement and Cohen's kappa for each pair of raters in assigning items to categories. Percentages of agreement ranged from 76% to 82%, and Cohen's kappa values ranged from .69 to .76, indicating substantial agreement. Sources and item numbers for the 206 items that both raters assigned to the same SPCD feature are provided. These items may provide guidance in assessing SPCD and in designing standardized screening and diagnostic measures for SPCD.
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Sturm, Alexandra; Rozenman, Michelle; Chang, Susanna; McGough, James J; McCracken, James T; Piacentini, John C
2018-06-01
Deficits in social communication are a core feature of autism spectrum disorder (ASD), yet significant social problems have been observed in youth with many neurodevelopmental disorders. In this preliminary investigation, we aimed to explore whether domains of social reciprocity (i.e., social communication, social cognition, social awareness, social motivation, and restricted and repetitive behaviors) represent transdiagnostic traits. These domains were compared across youth ages 7-17 with obsessive-compulsive disorder (OCD; N = 32), tic disorders (TD; N = 20), severe mood dysregulation (N = 33) and autism spectrum disorder (N = 35). While the ASD group was rated by parents as exhibiting the greatest social reciprocity deficits across domains, a high proportion of youth with severe mood dysregulation also exhibited pronounced deficits in social communication, cognition, and awareness. The ASD and severe mood dysregulation groups demonstrated comparable scores on the social awareness domain. In contrast, social motivation and restricted and repetitive behaviors did not appear to be transdiagnostic domains in severe mood dysregulation, OCD, or TD groups. The present work provides preliminary support that social awareness, and to a lesser extent social communication and cognition, may represent features of social reciprocity that are transdiagnostic across ASD and severe mood dysregulation. Copyright © 2018 Elsevier B.V. All rights reserved.
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ERIC Educational Resources Information Center
Sankardas, Sulata Ajit; Rajanahally, Jayashree
2017-01-01
Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier…
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ERIC Educational Resources Information Center
Toth, Anne
2009-01-01
This pilot research project examined the use of sign language as a communication bridge for non-Deaf children between the ages of 0-6 years who had been diagnosed with, or whose communication difficulties suggested, the presence of such disorders as Autism, Down Syndrome, Fetal Alcohol Spectrum Disorder (FASD), and/or learning disabilities.…
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ERIC Educational Resources Information Center
Ghilain, Christine S.; Parlade, Meaghan V.; McBee, Matthew T.; Coman, Drew C.; Owen, Taylor; Gutierrez, Anibal; Boyd, Brian; Odom, Samuel; Alessandri, Michael
2017-01-01
Joint attention, or the shared focus of attention between objects or events and a social partner, is a crucial milestone in the development of social communication and a notable area of deficit in children with autism spectrum disorder. While valid parent-report screening measures of social communication are available, the majority of these…
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Communicative Acts of Children with Autism Spectrum Disorders in the Second Year of Life
ERIC Educational Resources Information Center
Shumway, Stacy; Wetherby, Amy M.
2009-01-01
Purpose: To examine the communicative profiles of children with autism spectrum disorders (ASD) in the second year of life. Method: Communicative acts were examined in 125 children 18 to 24 months of age: 50 later diagnosed with ASD; 25 with developmental delays (DD); and 50 with typical development (TD). Precise measures of rate, functions, and…
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ERIC Educational Resources Information Center
Bedwani, Mary-Ann Naguib; Bruck, Susan; Costley, Debra
2015-01-01
Children diagnosed with autism spectrum disorder often have restricted verbal communication. For children who do not use functional speech, augmentative and alternative communication (AAC) devices can be an important support. We evaluated the effectiveness of one AAC programme, the Language Acquisition through Motor Planning (LAMP) using a Vantage…
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ICF-Based Analysis of Communication Disorders in Dementia of Alzheimer's Type
Badarunisa, Mohamad Basheer; Sebastian, Daly; Rangasayee, Raghunath Rao; Kala, Baby
2015-01-01
Purpose Dementia of Alzheimer's type (DAT) is a major cognitive communication disorder. The present study attempted to analyse communication disorders in DAT in the International Classification of Functions (ICF) framework. The study investigated the impact of the severity of communication disorders in persons with DAT on activity participation and environment components of the ICF. Method Thirty bilingual individuals with DAT in the age range of 65-88 years were classified into three groups of mild, moderate and severe degree of dementia. Forty-three items of the American Speech-Language-Hearing Association Functional Assessment of Communication Skills for Adults (ASHA FACS) were linked to the ICF framework. A few additional items were also added for a complete profiling of DAT. A total of 50 (ASHA FACS + ICF) items were rated and administered for the purpose of the study. Results The study revealed a disproportionate impact of the severity of DAT on activity participation and environment components of the ICF. Conclusion The present study investigated the utility of the ICF framework for profiling the functionality of persons with DAT. This profiling highlighted the need for ensuring effective communication and quality of life in the DAT population. PMID:26955380
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ERIC Educational Resources Information Center
Alshurman, Wael; Alsreaa, Ihsani
2015-01-01
This study aimed at identifying the efficiency of peer teaching of developing non-verbal communication to children with autism spectrum disorder (ASD). The study was carried out on a sample of (10) children with autism spectrum disorder (ASD), diagnosed according to basics and criteria adopted at Al-taif qualification center at (2013) in The…
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ERIC Educational Resources Information Center
Barbaro, Josephine; Dissanayake, Cheryl
2013-01-01
The Social Attention and Communication Study involved the successful implementation of developmental surveillance of the early markers of autism spectrum disorders in a community-based setting. The objective in the current study was to determine the most discriminating and predictive markers of autism spectrum disorders used in the Social…
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Cacna1c haploinsufficiency leads to pro-social 50-kHz ultrasonic communication deficits in rats.
Kisko, Theresa M; Braun, Moria D; Michels, Susanne; Witt, Stephanie H; Rietschel, Marcella; Culmsee, Carsten; Schwarting, Rainer K W; Wöhr, Markus
2018-06-20
The cross-disorder risk gene CACNA1C is strongly implicated in multiple neuropsychiatric disorders, including autism spectrum disorder (ASD), bipolar disorder (BPD) and schizophrenia (SCZ), with deficits in social functioning being common for all major neuropsychiatric disorders. In the present study, we explored the role of Cacna1c in regulating disorder-relevant behavioral phenotypes, focusing on socio-affective communication after weaning during the critical developmental period of adolescence in rats. To this aim, we used a newly developed genetic Cacna1c rat model and applied a truly reciprocal approach for studying communication through ultrasonic vocalizations, including both sender and receiver. Our results show that a deletion of Cacna1c leads to deficits in social behavior and pro-social 50-kHz ultrasonic communication in rats. Reduced levels of 50-kHz ultrasonic vocalizations emitted during rough-and-tumble play may suggest that Cacna1c haploinsufficient rats derive less reward from playful social interactions. Besides the emission of fewer 50-kHz ultrasonic vocalizations in the sender, Cacna1c deletion reduced social approach behavior elicited by playback of 50-kHz ultrasonic vocalizations. This indicates that Cacna1c haploinsufficiency has detrimental effects on 50-kHz ultrasonic communication in both sender and receiver. Together, these data suggest that Cacna1c plays a prominent role in regulating socio-affective communication in rats with relevance for ASD, BPD and SCZ.This article has an associated First Person interview with the first author of the paper. © 2018. Published by The Company of Biologists Ltd.
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Simacek, Jessica; Dimian, Adele F; McComas, Jennifer J
2017-03-01
Young children with neurodevelopmental disorders such as autism spectrum disorders (ASD) and Rett syndrome often experience severe communication impairments. This study examined the efficacy of parent-implemented communication assessment and intervention with remote coaching via telehealth on the acquisition of early communication skills of three young children with ASD (2) and Rett syndrome (1). Efficacy of the intervention was evaluated using single-case experimental designs. First, functional assessment was used to identify idiosyncratic/potentially communicative responses and contexts for each child. Next, parents implemented functional communication training (FCT). All of the children acquired the targeted communication responses. The findings support the efficacy of telehealth as a service delivery model to coach parents on intervention strategies for their children's early communication skills.
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Federal Register 2010, 2011, 2012, 2013, 2014
2011-01-21
... Research Network. Date: March 23, 2011. Time: 12 p.m. to 4 p.m. Agenda: To review and evaluate grant....173, Biological Research Related to Deafness and Communicative Disorders, National Institutes of...
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Baylor, Carolyn; Burns, Michael; Eadie, Tanya; Britton, Deanna; Yorkston, Kathryn
2011-11-01
To explore the similarities and differences in self-reported restrictions in communicative participation across different communication disorders in community-dwelling adults. Interviews were conducted with 44 adults representing 7 different medical conditions: spasmodic dysphonia, multiple sclerosis, stroke, stuttering, Parkinson's disease, amyotrophic lateral sclerosis, and laryngectomy. This article represents a secondary analysis of qualitative data collected in cognitive interviews during development of the Communicative Participation Item Bank. The data were analyzed to identify themes in participants' experiences related to communicative participation. Participants described many situations in which they experienced interference in communicative participation. Two themes emerged from the data. The first theme was Interference is both "functional" and "emotional," in which participants defined interference as limitations in accomplishing tasks and emotional consequences. The second theme was "It depends"-sources of interference, in which participants described many variables that contribute to interference in participation. Participants had limited control of some variables such as symptoms and environmental contexts, but personal decisions and priorities also influenced participation. Despite different impairments and activity limitations, participants described similar communicative participation restrictions. These similarities may have theoretical and clinical implications in terms of how we assess, treat, and study the participation restrictions associated with communication disorders.
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Norbury, Courtenay F
2014-03-01
DSM-5 sees the introduction of Social (Pragmatic) Communication Disorder (SPCD), characterized by persistent difficulties using verbal and nonverbal communication for social purposes, in the absence of restricted and repetitive interests and behaviours. There is currently much confusion about the precise diagnostic criteria for SPCD and how this disorder relates to autism spectrum disorders (ASD), previous descriptions of pragmatic language impairment (PLI) and more specific language disorders (LD). Proposed criteria for SPCD are outlined. A selective review of the evidence considers whether these criteria form a cohesive and distinct diagnostic entity. Approaches to assessment and intervention are discussed. Implementing the new diagnosis is currently challenged by a lack of well-validated and reliable assessment measures, and observed continuities between SPCD and other neurodevelopmental disorders. High rates of comorbidity between SPCD and other seemingly disparate disorders (including conduct disorder, ADHD and disorders of known genetic origin) raise questions about the utility of this diagnostic category. SPCD is probably best conceptualized as a dimensional symptom profile that may be present across a range of neurodevelopmental disorders, although there is an urgent need to investigate the latent structure of SPCD using consistent diagnostic criteria. In addition, social communication and aspects of pragmatic language may be dissociated, with the latter heavily influenced by structural language attainments. Finally, there is a dearth of reliable and culturally valid assessment measures with which to make a differential diagnosis, and few rigorously tested intervention programmes. The implications for research and clinical practice are outlined. © 2013 The Authors. Journal of Child Psychology and Psychiatry © 2013 Association for Child and Adolescent Mental Health.
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Uljarević, Mirko; Katsos, Napoleon; Hudry, Kristelle; Gibson, Jenny L
2016-11-01
Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Cutting edge research in psycholinguistics suggests that multilingualism has potential to influence social, linguistic and cognitive development. Thus, multilingualism has implications for clinical assessment, diagnostic formulation, intervention and support offered to families. We present a systematic review and synthesis of the effects of multilingualism for children with neurodevelopmental disorders and discuss clinical implications. We conducted systematic searches for studies on multilingualism in neurodevelopmental disorders. Keywords for neurodevelopmental disorders were based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition categories as follows; Intellectual Disabilities, Communication Disorders, Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, Motor Disorders, Other Neurodevelopmental Disorders. We included only studies based on empirical research and published in peer-reviewed journals. Fifty studies met inclusion criteria. Thirty-eight studies explored multilingualism in Communication Disorders, 10 in ASD and two in Intellectual Disability. No studies on multilingualism in Specific Learning Disorder or Motor Disorders were identified. Studies which found a disadvantage for multilingual children with neurodevelopmental disorders were rare, and there appears little reason to assume that multilingualism has negative effects on various aspects of functioning across a range of conditions. In fact, when considering only those studies which have compared a multilingual group with developmental disorders to a monolingual group with similar disorders, the findings consistently show no adverse effects on language development or other aspects of functioning. In the case of ASD, a positive effect on communication and social functioning has been observed. There is little evidence to support the widely held view that multilingual exposure is detrimental to the linguistic or social development of individuals with neurodevelopmental disorders. However, we also note that the available pool of studies is small and the number of methodologically high quality studies is relatively low. We discuss implications of multilingualism for clinical management of neurodevelopmental disorders, and discuss possible directions for future research. © 2016 Association for Child and Adolescent Mental Health.
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Whipple, Christina M.; Gfeller, Kate; Driscoll, Virginia; Oleson, Jacob; McGregor, Karla
2014-01-01
Background Effective musical communication requires conveyance of the intended message in a manner perceptible to the receiver. Communication disorders that impair transmitting or decoding of structural features of music (e.g., pitch, timbre) and/or symbolic representation may result in atypical musical communication, which can have a negative impact on music therapy interventions. Objective This study compared recognition of symbolic representation of emotions or movements in music by two groups of children with different communicative characteristics: severe to profound hearing loss (using cochlear implants [CI]) and autism spectrum disorder (ASD). Their responses were compared to those of children with typical-development and normal hearing (TD-NH). Accuracy was examined as a function of communicative status, emotional or movement category, and individual characteristics. Methods Participants listened to recorded musical excerpts conveying emotions or movements and matched them with labels. Measures relevant to auditory and/or language function were also gathered. Results There was no significant difference between the ASD and TD-NH groups in identification of musical emotions or movements. However, the CI group was significantly less accurate than the other two groups in identification of both emotions and movements. Mixed effects logistic regression revealed different patterns of accuracy for specific emotions as a function of group. Conclusion Conveyance of emotions or movements through music may be decoded differently by persons with different types of communication disorders. Because music is the primary therapeutic tool in music therapy sessions, clinicians should consider these differential abilities when selecting music for clinical interventions focusing on emotions or movement. PMID:25691513
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Øien, Roald; Eisemann, Martin R
2016-01-01
Parents of children with Autism spectrum disorders often report elevated levels of stress, depression and anxiety compared to parents of children with other developmental disorders. The present study investigated experiences of mothers of children with autistic disorder, both boys and girls. The results show that mothers report problems related to communication, behavior and interests of their child, which impact their quality of life. There were also differences between boys and girls.
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Tordjman, Sylvie; Najjar, Imen; Bellissant, Eric; Anderson, George M.; Barburoth, Marianne; Cohen, David; Jaafari, Nemat; Schischmanoff, Olivier; Fagard, Rémi; Lagdas, Enas; Kermarrec, Solenn; Ribardiere, Sophie; Botbol, Michel; Fougerou, Claire; Bronsard, Guillaume; Vernay-Leconte, Julie
2013-01-01
Abnormalities in melatonin physiology may be involved or closely linked to the pathophysiology and behavioral expression of autistic disorder, given its role in neurodevelopment and reports of sleep-wake rhythm disturbances, decreased nocturnal melatonin production, and beneficial therapeutic effects of melatonin in individuals with autism. In addition, melatonin, as a pineal gland hormone produced from serotonin, is of special interest in autistic disorder given reported alterations in central and peripheral serotonin neurobiology. More specifically, the role of melatonin in the ontogenetic establishment of circadian rhythms and the synchronization of peripheral oscillators opens interesting perspectives to ascertain better the mechanisms underlying the significant relationship found between lower nocturnal melatonin excretion and increased severity of autistic social communication impairments, especially for verbal communication and social imitative play. In this article, first we review the studies on melatonin levels and the treatment studies of melatonin in autistic disorder. Then, we discuss the relationships between melatonin and autistic behavioral impairments with regard to social communication (verbal and non-verbal communication, social interaction), and repetitive behaviors or interests with difficulties adapting to change. In conclusion, we emphasize that randomized clinical trials in autism spectrum disorders are warranted to establish potential therapeutic efficacy of melatonin for social communication impairments and stereotyped behaviors or interests. PMID:24129182
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Tordjman, Sylvie; Najjar, Imen; Bellissant, Eric; Anderson, George M; Barburoth, Marianne; Cohen, David; Jaafari, Nemat; Schischmanoff, Olivier; Fagard, Rémi; Lagdas, Enas; Kermarrec, Solenn; Ribardiere, Sophie; Botbol, Michel; Fougerou, Claire; Bronsard, Guillaume; Vernay-Leconte, Julie
2013-10-14
Abnormalities in melatonin physiology may be involved or closely linked to the pathophysiology and behavioral expression of autistic disorder, given its role in neurodevelopment and reports of sleep-wake rhythm disturbances, decreased nocturnal melatonin production, and beneficial therapeutic effects of melatonin in individuals with autism. In addition, melatonin, as a pineal gland hormone produced from serotonin, is of special interest in autistic disorder given reported alterations in central and peripheral serotonin neurobiology. More specifically, the role of melatonin in the ontogenetic establishment of circadian rhythms and the synchronization of peripheral oscillators opens interesting perspectives to ascertain better the mechanisms underlying the significant relationship found between lower nocturnal melatonin excretion and increased severity of autistic social communication impairments, especially for verbal communication and social imitative play. In this article, first we review the studies on melatonin levels and the treatment studies of melatonin in autistic disorder. Then, we discuss the relationships between melatonin and autistic behavioral impairments with regard to social communication (verbal and non-verbal communication, social interaction), and repetitive behaviors or interests with difficulties adapting to change. In conclusion, we emphasize that randomized clinical trials in autism spectrum disorders are warranted to establish potential therapeutic efficacy of melatonin for social communication impairments and stereotyped behaviors or interests.
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Błaszczyk, Justyna; Bobińska, Kinga; Filip, Maria; Gałecki, Piotr
2015-04-01
Faced with the growing frequency of mental disorders occurrence and considering the necessity of improving the patient care, it is particularly important that physicians of different specialties knew the general principles of effective communication with patients who are mentally ill. Equally important is to spread the knowledge of the symptomatology of various mental illnesses. Studies published by the Institute of Psychiatry and Neurology involving persons between 18 and 64 years old, show that 8 millions Poles suffers or suffered from mental disorders. This represents almost 25% of Polish society. The above data confirm, that basic knowledge of criteria for diagnosing mental disorders and their treatment by primary care physicians, determines the success of the entire health care system. It must be taken into consideration that frequently patients seeing general practitioner (GP) are suffering from more than one mental illness or it is accompanied by somatic disease. Adequate communication determines effective treatment. Simple yet exact message, ability to adapt it to patient and problems reported by him, is a valuable means in daily medical practice. It reduces the risk of iatrogenic disorder, encourages the efficiency of the entire therapeutic process. Good cooperation with the patient is also determined by patience, empathy, understanding, and competence. The aim of this study is to present the principles of effective communication between doctor and patient suffering from selected mental disorders. The article defines the concept of communication. It shows symptomatology of primary psychiatric disorders. Moreover, the most common difficulties in relationship between the doctor and the patient had been pointed. © 2015 MEDPRESS.
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Simms, Mark D; Jin, Xing Ming
2015-08-01
• Based on strong research evidence (1), the prevalence of autism spectrum disorders (ASDs) has increased over the past decade, with a 2010 prevalence of 1:68 (1.5%) in children age 8 years. • Based on some research evidence as well as consensus (3), the most recent revision of the American Psychiatric Association's Diagnostic and Statistical Manual (DSM-V) identifies two core dimensions for the diagnosis of ASD: social (social communication and social interaction) and nonsocial (restricted, repetitive patterns of behaviors, interests, or activities). • Based on some research evidence as well as consensus (3) (31) (32) (33) (34), DSM-V identifies social pragmatic communication disorder (SPCD) as a dissociable dimension of language and communication ability that affects how individuals use language for social exchanges. SPCD is often found in children with language impairments and children with attention-deficit/hyperactivity disorder and other genetic/neurologic conditions. • Based on strong research evidence (2) (26) (27) (28), childhood language disorders affect 7.4% of kindergarteners, and 50% to 80% of these children experience persistent language, academic, and social-emotional difficulties into their adult years, despite having normal nonverbal cognitive abilities. • Based primarily on consensus due to lack of relevant clinical studies, differential diagnosis of autism and language disorders may require a multidisciplinary evaluation that takes into account a child’s overall development, including cognitive, communication, and social abilities. Monitoring the response to appropriate interventions and trajectory of development over time may improve the accuracy of diagnosis, especially in very young children.
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ERIC Educational Resources Information Center
Travis, Julia; Geiger, Martha
2010-01-01
This study investigated the effects of introducing the Picture Exchange Communication System (PECS) on the frequency of requesting and commenting and the length of verbal utterances of two children with autism spectrum disorder (ASD) who presented with some spoken language, but limited use of language in communicative exchanges. A mixed research…
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ERIC Educational Resources Information Center
Neeley, Richard A.; Pulliam, Mary Hannah; Catt, Merrill; McDaniel, D. Mike
2015-01-01
This case study examined the initial and renewed impact of speech generating devices on the expressive communication behaviors of a child with autism spectrum disorder. The study spanned six years of interrupted use of two speech generating devices. The child's communication behaviors were analyzed from video recordings and included communication…
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ERIC Educational Resources Information Center
Black, Lindsey I.; Vahratian, Anjel; Hoffman, Howard J.
2015-01-01
Increasing the proportion of children with voice, swallowing, speech, or language disorders who receive intervention services is a Healthy People 2020 goal (1). Timely receipt of intervention services is shown to be effective for treatment of communication disorders (2-5). Using data from the 2012 National Health Interview Survey (NHIS), this…
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ERIC Educational Resources Information Center
Shariat, Arghavan; Malekpour, Mokhtar; Ghamarani, Amir
2013-01-01
Attention deficit hyperactivity disorder (ADHD) is one of the most common neuropsychological childhood disorders that causes inconvenience to children, families, and the society. The objective of the present research is to investigate the effect of teaching Couples' Communication Model on the symptoms of ADHD in 4-9 year-old students. For this…
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ERIC Educational Resources Information Center
Maljaars, Jarymke; Noens, Ilse; Scholte, Evert; van Berckelaer-Onnes, Ina
2012-01-01
The Diagnostic Interview for Social and Communication Disorders (DISCO; Wing, 2006) is a standardized, semi-structured and interviewer-based schedule for diagnosis of autism spectrum disorder (ASD). The objective of this study was to evaluate the criterion and convergent validity of the DISCO-11 ICD-10 algorithm in young and low-functioning…
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Crosslinguistic application of English-centric rhythm descriptors in motor speech disorders.
Liss, Julie M; Utianski, Rene; Lansford, Kaitlin
2013-01-01
Rhythmic disturbances are a hallmark of motor speech disorders, in which the motor control deficits interfere with the outward flow of speech and by extension speech understanding. As the functions of rhythm are language-specific, breakdowns in rhythm should have language-specific consequences for communication. The goals of this paper are to (i) provide a review of the cognitive-linguistic role of rhythm in speech perception in a general sense and crosslinguistically; (ii) present new results of lexical segmentation challenges posed by different types of dysarthria in American English, and (iii) offer a framework for crosslinguistic considerations for speech rhythm disturbances in the diagnosis and treatment of communication disorders associated with motor speech disorders. This review presents theoretical and empirical reasons for considering speech rhythm as a critical component of communication deficits in motor speech disorders, and addresses the need for crosslinguistic research to explore language-universal versus language-specific aspects of motor speech disorders. Copyright © 2013 S. Karger AG, Basel.
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Crosslinguistic Application of English-Centric Rhythm Descriptors in Motor Speech Disorders
Liss, Julie M.; Utianski, Rene; Lansford, Kaitlin
2014-01-01
Background Rhythmic disturbances are a hallmark of motor speech disorders, in which the motor control deficits interfere with the outward flow of speech and by extension speech understanding. As the functions of rhythm are language-specific, breakdowns in rhythm should have language-specific consequences for communication. Objective The goals of this paper are to (i) provide a review of the cognitive- linguistic role of rhythm in speech perception in a general sense and crosslinguistically; (ii) present new results of lexical segmentation challenges posed by different types of dysarthria in American English, and (iii) offer a framework for crosslinguistic considerations for speech rhythm disturbances in the diagnosis and treatment of communication disorders associated with motor speech disorders. Summary This review presents theoretical and empirical reasons for considering speech rhythm as a critical component of communication deficits in motor speech disorders, and addresses the need for crosslinguistic research to explore language-universal versus language-specific aspects of motor speech disorders. PMID:24157596
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... Language, Voice, Balance NIDCD: Celebrating 25 Years of Research Helping People with Communication Disorders Past Issues / Fall ... and established the core mission areas of the research we support on hearing, balance, taste, smell, and ...
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Florida Journal of Communication Disorders, 2000.
ERIC Educational Resources Information Center
Rosa-Lugo, Linda I., Ed.
2000-01-01
This volume of the Florida Journal of Communication Disorders contains the following featured articles: (1) Using Descriptive Language Assessment Procedure with African-American English Preschool Child Speakers: Advantages and Limitations (Kenyatta O. Rivers and Linda J. Lombardino), which discusses best practices for using descriptive language…
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Multicultural Perspectives in Communication Disorders.
ERIC Educational Resources Information Center
Screen, Robert Martin; Anderson, Noma Bennett
This text provides information about the impact of multiculturalism on services for individuals with communication disorders. It examines the involvement of the American Speech-Language-Hearing Association (ASHA) and multicultural speech, language, and hearing organizations as they respond to the challenges created by multiculturalism. An…
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Kim, So Hyun; Junker, Dörte; Lord, Catherine
2014-12-01
A new language measure, the Observation of Spontaneous Expressive Language (OSEL), is intended to document spontaneous use of syntax, pragmatics, and semantics in 2-12-year-old children with Autism Spectrum Disorder (ASD) and other communication disorders with expressive language levels comparable to typical 2-5 year olds. Because the purpose of the OSEL is to provide developmental norms for use of language, the first step involves assessment of the scale's feasibility, validity, and reliability using a sample of 180 2-5 year-old typically developing children. Pilot data from the OSEL shows strong internal consistency, high reliabilities and validity. Once replicated with a large population-based sample and in special populations, the scale should be helpful in designing appropriate interventions for children with ASD and other communication disorders.
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Barbaro, Josephine; Dissanayake, Cheryl
2013-01-01
The Social Attention and Communication Study involved the successful implementation of developmental surveillance of the early markers of autism spectrum disorders in a community-based setting. The objective in the current study was to determine the most discriminating and predictive markers of autism spectrum disorders used in the Social Attention and Communication Study at 12, 18 and 24 months of age, so that these could be used to identify children with autism spectrum disorders with greater accuracy. The percentage of 'yes/no' responses for each behavioural marker was compared between children with autistic disorder (n = 39), autism spectrum disorder (n = 50) and developmental and/or language delay (n = 20) from 12 to 24 months, with a logistic regression also conducted at 24 months. Across all ages, the recurring key markers of both autistic disorder and autism spectrum disorder were deficits in eye contact and pointing, and from 18 months, deficits in showing became an important marker. In combination, these behaviours, along with pretend play, were found to be the best group of predictors for a best estimate diagnostic classification of autistic disorder/autism spectrum disorder at 24 months. It is argued that the identified markers should be monitored repeatedly during the second year of life by community health-care professionals.
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Palmer, Andrew D; Newsom, Jason T; Rook, Karen S
2016-01-01
Healthy social relationships are important for maintaining mental and physical health in later life. Less social support, smaller social networks, and more negative social interactions have been linked to depression, poorer immune functioning, lower self-rated health, increased incidence of disease, and higher mortality. Overwhelming evidence suggests that communication disorders adversely affect social relationships. Much less is known about whether some or all aspects of social relationships are negatively affected by a communication disorder. The relative impact of a communication disorder on social relationships, as compared to other kinds of disability, is also poorly understood. Data were analyzed from a representative national sample of community-dwelling adults aged 65 and older living in the continental United States (n=742). Results from multiple regressions indicated that difficulty communicating was significantly associated with several parameters of social relationships even after controlling for age, gender, partnership status, health, functional limitations, and visual impairment. Communication difficulty was a significant predictor of smaller social network size, fewer positive social exchanges, less frequent participation in social activities, and higher levels of loneliness, but was not a significant predictor of negative social exchanges. These findings suggest that communication disorders may place older adults at increased risk for mental and physical health problems because of social isolation, reduced social participation, and higher rates of loneliness. In addition, it appears that communication disorders may have a greater impact on positive, rather than negative, aspects of social relationships. As a result of this activity, the following learning outcomes will be realized: Readers will be able to (1) describe changes in the social relationships of older adults that occur as part of normal aging, (2) identify the aspects of social relationships that were significantly impacted by a communication difficulty, and (3) discuss possible reasons for these findings including potential clinical implications. Copyright © 2016 Elsevier Inc. All rights reserved.
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Biagianti, Bruno; Quraishi, Sophia H; Schlosser, Danielle A
2018-04-01
Peer-to-peer interactions and support groups mitigate experiences of social isolation and loneliness often reported by individuals with psychotic disorders. Online peer-to-peer communication can promote broader use of this form of social support. Peer-to-peer interactions occur naturally on social media platforms, but they can negatively affect mental health. Recent digital interventions for persons with psychotic disorders have harnessed the principles of social media to incorporate peer-to-peer communication. This review examined the feasibility, acceptability, and preliminary efficacy of recent digital interventions in order to identify strategies to maximize benefits of online peer-to-peer communication for persons with psychotic disorders. An electronic database search of PubMed, EMBASE, PsycINFO, Ovid MEDLINE, Cochrane Central Register of Controlled Trials, and Health Technology Assessment Database was conducted in February 2017 and yielded a total of 1,015 results. Eight publications that reported data from six independent trials and five interventions were reviewed. The technology supporting peer-to-peer communication varied greatly across studies, from online forums to embedded social networking. When peer-to-peer interactions were moderated by facilitators, retention, engagement, acceptability, and efficacy were higher than for interventions with no facilitators. Individuals with psychotic disorders were actively engaged with moderated peer-to-peer communication and showed improvements in perceived social support. Studies involving service users in intervention design showed higher rates of acceptability. Individuals with psychotic disorders value and benefit from digital interventions that include moderated peer-to-peer interactions. Incorporating peer-to-peer communication into digital interventions for this population may increase compliance with other evidence-based therapies by producing more acceptable and engaging online environments.
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Yoder, Paul J.; Bottema-Beutel, Kristen; Woynaroski, Tiffany; Chandrasekhar, Rameela; Sandbank, Michael
2014-01-01
Individuals with autism spectrum disorders (ASDs) have difficulty communicating in ways that are primarily for initiating and maintaining social relatedness (i.e., social communication). We hypothesized that the way researchers measured social communication would affect whether treatment effects were found. Using a best evidence review method, we found that treatments were shown to improve social communication outcomes approximately 54% of the time. The probability that a treatment affected social communication varied greatly depending on whether social communication was directly targeted (63%) or not (39%). Finally, the probability that a treatment affected social communication also varied greatly depending on whether social communication as measured in (a) contexts very similar to treatment sessions (82%) or (b) contexts that differed from treatment on at least setting, materials, and communication partner (33%). This paper also provides several methodological contributions. PMID:25346776
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Brignell, Amanda; Williams, Katrina; Prior, Margot; Donath, Susan; Reilly, Sheena; Bavin, Edith L; Eadie, Patricia; Morgan, Angela T
2017-04-01
We compared loss and gain in communication from 1 to 2 years in children later diagnosed with autism spectrum disorder (n = 41), language impairment (n = 110) and in children with typical language development at 7 years (n = 831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p = 0.0003), typical development (16%, p < 0.001)). Loss was most common for all groups in the domain of 'emotion and eye gaze' but with a higher proportion for children with autism spectrum disorder (27%; language impairment (12%, p = 0.03), typical development (14%, p = 0.03)). A higher proportion of children with autism spectrum disorder also lost skills in gesture (p = 0.01), sounds (p = 0.009) and understanding (p = 0.004) compared to children with typical development but not with language impairment. These findings add to our understanding of early communication development and highlight that loss is not unique to autism spectrum disorder.
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Social (pragmatic) communication disorders and autism spectrum disorder.
Baird, Gillian; Norbury, Courtenay Frazier
2016-08-01
Changes have been made to the diagnostic criteria for autism spectrum disorder (ASD) in the recent revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and similar changes are likely in the WHO International Classification of Diseases (ICD-11) due in 2017. In light of these changes, a new clinical disorder, social (pragmatic) communication disorder (SPCD), was added to the neurodevelopmental disorders section of DSM-5. This article describes the key features of ASD, SPCD and the draft ICD-11 approach to pragmatic language impairment, highlighting points of overlap between the disorders and criteria for differential diagnosis. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
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Communication Disorders: An Individualized Program.
ERIC Educational Resources Information Center
Vodola, Thomas M.
As one of the components of the Project ACTIVE (All Children Totally Involved Exercising) Teacher Training Model Kit, the manual is designed to enable the educator to organize, conduct, and evaluate individualized-personalized programs for children (kindergarten through high school) with communication disorders. An introductory chapter covers…
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Specific Syndromes and Associated Communication Disorders: A Review.
ERIC Educational Resources Information Center
Sanger, Dixie D.; And Others
1984-01-01
The review, intended to provide speech-language pathologists and special educators with an awareness of genetics and specific syndromes involving speech, language, and hearing components, discusses basic etiologies of abnormal development and selected syndromes (such as Down's and Klinefelter's) that include communication disorders. (CL)
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Poststroke Communication Disorders and Dysphagia.
González-Fernández, Marlís; Brodsky, Martin B; Palmer, Jeffrey B
2015-11-01
Communication and swallowing disorders are common after stroke. Targeted surveillance followed by prompt evaluation and treatment is of paramount importance. The overall goals of rehabilitation for impaired swallowing and communication and swallowing deficits may differ based on the specific deficits caused by the stroke but the main goal is always to improve the patient's everyday interpersonal interactions and optimize participation in society. Fortunately, therapeutic or compensatory interventions can decrease the effects that communication and swallowing deficits have on the quality of life of stroke survivors. Copyright © 2015 Elsevier Inc. All rights reserved.
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Shane, Howard C; Laubscher, Emily H; Schlosser, Ralf W; Flynn, Suzanne; Sorce, James F; Abramson, Jennifer
2012-06-01
The burgeoning role of technology in society has provided opportunities for the development of new means of communication for individuals with Autism Spectrum Disorders (ASD). This paper offers an organizational framework for describing traditional and emerging augmentative and alternative communication (AAC) technology, and highlights how tools within this framework can support a visual approach to everyday communication and improve language instruction. The growing adoption of handheld media devices along with applications acquired via a consumer-oriented delivery model suggests a potential paradigm shift in AAC for people with ASD.
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Baylor, Carolyn; Burns, Michael; Eadie, Tanya; Britton, Deanna; Yorkston, Kathryn
2012-01-01
Purpose To explore the similarities and differences in self-reported restrictions in communicative participation across different communication disorders in community-dwelling adults. Methods Interviews were conducted with 44 adults representing seven different medical conditions: spasmodic dysphonia, multiple sclerosis, stroke, stuttering, Parkinson’s disease, amyotrophic lateral sclerosis, and laryngectomy. This paper represents a secondary analysis of qualitative data collected in cognitive interviews during development of the Communicative Participation Item Bank. The data were analyzed to identify themes in participants’ experiences related to communicative participation. Results Participants described many situations in which they experienced interference in communicative participation. Two themes emerged from the data. The first theme was Interference is both “functional” and “emotional” in which participants defined interference as limitations in accomplishing tasks and emotional consequences. The second theme was “It depends” - Sources of interference in which participants described many variables that contribute to interference in participation. Participants had limited control of some variables such as symptoms and environmental contexts, but personal decisions and priorities also influenced participation. Conclusions Despite different impairments and activity limitations, participants described similar communicative participation restrictions. These similarities may have theoretical and clinical implications in terms of how we assess, treat and study the participation restrictions associated with communication disorders. PMID:21813820
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Whipple, Christina M; Gfeller, Kate; Driscoll, Virginia; Oleson, Jacob; McGregor, Karla
2015-01-01
Effective musical communication requires conveyance of the intended message in a manner perceptible to the receiver. Communication disorders that impair transmitting or decoding of structural features of music (e.g., pitch, timbre) and/or symbolic representation may result in atypical musical communication, which can have a negative impact on music therapy interventions. This study compared recognition of symbolic representation of emotions or movements in music by two groups of children with different communicative characteristics: severe to profound hearing loss (using cochlear implants [CI]) and autism spectrum disorder (ASD). Their responses were compared to those of children with typical-development and normal hearing (TD-NH). Accuracy was examined as a function of communicative status, emotional or movement category, and individual characteristics. Participants listened to recorded musical excerpts conveying emotions or movements and matched them with labels. Measures relevant to auditory and/or language function were also gathered. There was no significant difference between the ASD and TD-NH groups in identification of musical emotions or movements. However, the CI group was significantly less accurate than the other two groups in identification of both emotions and movements. Mixed effects logistic regression revealed different patterns of accuracy for specific emotions as a function of group. Conveyance of emotions or movements through music may be decoded differently by persons with different types of communication disorders. Because music is the primary therapeutic tool in music therapy sessions, clinicians should consider these differential abilities when selecting music for clinical interventions focusing on emotions or movement. © the American Music Therapy Association 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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Roisko, Riikka; Wahlberg, Karl-Erik; Hakko, Helinä; Tienari, Pekka
2015-04-30
Joint effects of genotype and the environment have turned out to be significant in the development of psychotic disorders. The purpose of the present study was to assess the association of an adoptive child׳s thought and schizophrenia spectrum disorders with genetic and environmental risk indicators and their interactions. A subgroup of the total sample used in the Finnish Adoptive Family Study was considered in the present study. The subjects were 125 adoptees at a high (n=53) or low (n=72) genetic risk of schizophrenia spectrum disorders and their adoptive parents. The risk factors evaluated were the adoptive child's genetic risk for schizophrenia spectrum disorders, winter or spring birth and parental Communication Deviance (CD). Thought disorders in the adoptees were assessed using the Thought Disorder Index and diagnoses were made according to DSM-III-R criteria. The adoptive child׳s Thought Disorder Index was only associated with parental Communication Deviance. The adoptive child's heightened genetic risk or winter or spring birth or parental CD or their interactions did not predict the adoptee's schizophrenia spectrum disorder. The results suggest that studies taking several risk indicators and their interactions into account may change views on the mutual significance of well-known risk factors. Copyright © 2015. Published by Elsevier Ireland Ltd.
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Interactive-Observation in Communicative Disorders.
ERIC Educational Resources Information Center
Hall, Ed; Harris, Ruth
Through interactive-observation, the strengths of the video recorder (actual viewing experience) and the strengths of the computer (capability for feedback, record keeping, and problem analysis) can be combined and used in the preparation of personnel to educate handicapped children and youth. In the area of communicative disorders, accurate…
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75 FR 57473 - National Institute on Deafness and Other Communication Disorders; Notice of Meeting
Federal Register 2010, 2011, 2012, 2013, 2014
2010-09-21
... and performance, and the competence of individual investigators, the disclosure of which would... personal qualifications and performance, and competence of individual investigators. Place: National... Deafness and Other Communication Disorders; Notice of Meeting Pursuant to section 10(d) of the Federal...
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Wiseman-Hakes, Catherine; Murray, Brian; Moineddin, Rahim; Rochon, Elizabeth; Cullen, Nora; Gargaro, Judith; Colantonio, Angela
2013-01-01
To longitudinally examine objective and self-reported outcomes for recovery of cognition, communication, mood and participation in adults with traumatic brain injury (TBI) and co-morbid post-traumatic sleep/wake disorders. Prospective, longitudinal, single blind outcome study. Community-based. Ten adults with moderate-severe TBI and two adults with mild TBI and persistent symptoms aged 18-58 years. Six males and six females, who were 1-22 years post-injury and presented with self-reported sleep/wake disturbances with onset post-injury. Individualized treatments for sleep/wake disorders that included sleep hygiene recommendations, pharmacological interventions and/or treatments for sleep apnea with follow-up. Insomnia Severity Index, Beck Depression and Anxiety Inventories, Latrobe Communication Questionnaire, Speed and Capacity of Language Processing, Test of Everyday Attention, Repeatable Battery for the Assessment of Neuropsychological Status, Daily Cognitive-Communication and Sleep Profile. Group analysis revealed positive trends in change for each measure and across sub-tests of all measures. Statistically significant changes were noted in insomnia severity, p = 0.0003; depression severity, p = 0.03; language, p = 0.01; speed of language processing, p = 0.007. These results add to a small but growing body of evidence that sleep/wake disorders associated with TBI exacerbate trauma-related cognitive, communication and mood impairments. Treatment for sleep/wake disorders may optimize recovery and outcomes.
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ERIC Educational Resources Information Center
Adams, Catherine; Lockton, Elaine; Freed, Jenny; Gaile, Jacqueline; Earl, Gillian; McBean, Kirsty; Nash, Marysia; Green, Jonathan; Vail, Andy; Law, James
2012-01-01
Background: Children who show disproportionate difficulty with the pragmatic as compared with the structural aspects of language are described as having pragmatic language impairment (PLI) or social communication disorder (SCD). Some children who have PLI also show mild social impairments associated with high-functioning autism or autism spectrum…
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Madill, Catherine; Warhurst, Samantha; McCabe, Patricia
2018-02-01
The act of communication is a complex, transient and often abstract phenomenon that involves many stakeholders, each of whom has their own perspective: the speaker, the listener, the observer and the researcher. Current research practices in voice disorder are frequently framed through a single lens - that of the researcher/clinician or their participant/patient. This single lens approach risks overlooking significant barriers to the basic human right of freedom of expression for those with a voice disorder as it omits consideration of the impact of voice disorder on the listener, and consideration of the wider impact of the voice in the occupational context. Recent research in the area of voice has developed a multiple lens and subsequent Stakeholder Model that acknowledges the experience and reality of multiple stakeholders viewing the same phenomenon, the voice. This research paradigm is built on Article 19 of the Universal Declaration of Human Rights as it considers the realities of all stakeholders in forming a deeper understanding of the causality, impact and aspects of communication disorder. The Stakeholder Model will be presented as a suggestion for future investigations of communication disorders more widely.
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Contingent Imitation Increases Verbal Interaction in Children with Autism Spectrum Disorders
ERIC Educational Resources Information Center
Ishizuka, Yuka; Yamamoto, Jun-ichi
2016-01-01
Several studies have suggested that contingent adult imitation increase nonverbal communication, such as attention and proximity to adults, in children with autism spectrum disorders. However, few studies have shown the effect of contingent imitation on verbal communication. This study examined whether children with autism were able to promote…
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Speech-Language Pathologists' Opinions on Communication Disorders and Violence
ERIC Educational Resources Information Center
Sanger, Dixie; Moore-Brown, Barbara J.; Montgomery, Judy; Hellerich, Susan
2004-01-01
Purpose: This study investigated the opinions of speech-language pathologists (SLPs) regarding their role, education, and training in serving students with communication disorders who have been involved in violence. Method: A survey consisting of 26 items was given to 598 SLPs from eight states representing geographic regions of the United…
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ERIC Educational Resources Information Center
Mazurek, Micah O.; Kanne, Stephen M.; Miles, Judith H.
2012-01-01
Data from 1433 children and adolescents with autism spectrum disorders (ASD) participating in the Simons Simplex Collection were examined to (1) investigate change in social-communication symptoms, and (2) examine predictors of improvement, particularly community-based treatments. Measures included the "Autism Diagnostic Interview--Revised"…
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Brief Report: Arrested Development of Audiovisual Speech Perception in Autism Spectrum Disorders
ERIC Educational Resources Information Center
Stevenson, Ryan A.; Siemann, Justin K.; Woynaroski, Tiffany G.; Schneider, Brittany C.; Eberly, Haley E.; Camarata, Stephen M.; Wallace, Mark T.
2014-01-01
Atypical communicative abilities are a core marker of Autism Spectrum Disorders (ASD). A number of studies have shown that, in addition to auditory comprehension differences, individuals with autism frequently show atypical responses to audiovisual speech, suggesting a multisensory contribution to these communicative differences from their…
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ERIC Educational Resources Information Center
Koro-Ljungberg, Mirka; Bussing, Regina; Wilder, JeffriAnne; Gary, Faye
2011-01-01
Recent school policies increasingly support "parent-integrated" school environments, which benefit from effective parent-school collaborations and strong communication skills to ensure optimal educational outcomes. However, invisible disabilities, such as attention-deficit/hyperactivity disorder, provide unique sociopolitical contexts that shape…
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Can Family Affectedness Inform Infant Sibling Outcomes of Autism Spectrum Disorders?
ERIC Educational Resources Information Center
Schwichtenberg, A. J.; Young, G. S.; Sigman, M.; Hutman, T.; Ozonoff, S.
2010-01-01
Background: Difficulties in communication and reciprocal social behavior are core features of autism spectrum disorders (ASD) and are often present, to varying degrees, in other family members. This prospective longitudinal infant sibling study examines whether social-communicative features of family members may inform which infants are at…
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ERIC Educational Resources Information Center
Roseberry-McKibbin, Celeste; Pieretti, Robert; Haberstock, Keith; Estrada, Jovany
2016-01-01
University instructors nationwide have been recognizing the increased importance of updating classroom teaching strategies to accommodate the needs of the millennial student generation. This article shares results of surveys of 323 university students in communication sciences and disorders and what they view as effective pedagogical strategies…
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Adolescent Females with Communication Disorders Involved in Violence: Educators' Opinions
ERIC Educational Resources Information Center
Montgomery, Judy K.; Sanger, Dixie; Moore-Brown, Barbara J.; Smith, Leslie; Scheffler, Marilyn
2003-01-01
This study focused on increasing the awareness of educational leaders about the relationship between students with communication disorders and violence. A review of selected research on adolescent females with language problems residing in a correctional facility served to support a survey study and extend discussions about the need for…
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ERIC Educational Resources Information Center
DARLEY, FREDERIC L.
THIS TEXT GIVES THE STUDENT AN OUTLINE OF THE BASIC PRINCIPLES OF SCIENTIFIC METHODOLOGY WHICH UNDERLIE EVALUATIVE WORK IN SPEECH DISORDERS. RATIONALE AND ASSESSMENT TECHNIQUES ARE GIVEN FOR EXAMINATION OF THE BASIC COMMUNICATION PROCESSES OF SYMBOLIZATION, RESPIRATION, PHONATION, ARTICULATION-RESONANCE, PROSODY, ASSOCIATED SENSORY AND PERCEPTUAL…
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Object Interest in Autism Spectrum Disorder: A Treatment Comparison
ERIC Educational Resources Information Center
McDuffie, Andrea S.; Lieberman, Rebecca G.; Yoder, Paul J.
2012-01-01
A randomized control trial comparing two social communication treatments for children with autism spectrum disorder examined the effect of treatment on object interest. Thirty-two children, 18-60 months, were randomly assigned to the Picture Exchange Communication System (PECS) or Responsive Education and Prelinguistic Milieu Teaching (RPMT)…
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Federal Register 2010, 2011, 2012, 2013, 2014
2012-03-06
... and performance, and the competence of individual investigators, the disclosure of which would... qualifications and performance, and competence of individual investigators. Place: National Institutes of Health... Deafness and Other Communication Disorders; Notice of Closed Meeting Pursuant to section 10(d) of the...
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Analysis of Compositional Data in Communication Disorders Research
ERIC Educational Resources Information Center
Pennington, Lindsay; James, Peter; McNally, Richard; Pay, Helen; McConachie, Helen
2009-01-01
The study of communication and its disorders often involves coding several behaviors and examining the proportions with which individual behaviors are produced within data sets. Problems are encountered when studying multiple behaviors between data sets, because of the interdependence of the proportions: as one coded behavior increases, at least…
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ERIC Educational Resources Information Center
Oosterling, Iris J.; Swinkels, Sophie H.; van der Gaag, Rutger Jan; Visser, Janne C.; Dietz, Claudine; Buitelaar, Jan K.
2009-01-01
Several instruments have been developed to screen for autism spectrum disorders (ASD) in high-risk populations. However, few studies compare different instruments in one sample. Data were gathered from the "Early Screening of Autistic Traits Questionnaire," "Social Communication Questionnaire," "Communication and Symbolic…
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Fundamental Approaches in Molecular Biology for Communication Sciences and Disorders
ERIC Educational Resources Information Center
Bartlett, Rebecca S.; Jette, Marie E.; King, Suzanne N.; Schaser, Allison; Thibeault, Susan L.
2012-01-01
Purpose: This contemporary tutorial will introduce general principles of molecular biology, common deoxyribonucleic acid (DNA), ribonucleic acid (RNA), and protein assays and their relevance in the field of communication sciences and disorders. Method: Over the past 2 decades, knowledge of the molecular pathophysiology of human disease has…
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ERIC Educational Resources Information Center
Bedoin, D.; Scelles, R.
2015-01-01
This study focuses on the qualitative research interview, an essential tool frequently used in the human and social sciences, conducted with children having communication disorders. Two distinct populations are addressed--children with intellectual disability and deaf children without related disabilities--with the aim of identifying the main…
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Resolving Relationship Problems in Communication Disorders Treatment: A Systems Approach.
ERIC Educational Resources Information Center
Stone, Judith R.
1992-01-01
Systems concepts from general systems theory and family therapy literature are presented as analytical tools to help professionals understand and change interactions with their clients having communication disorders. Two case examples that illustrate relationship problems are presented, and approaches taken to their resolution are described.…
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Improving Empathic Communication Skills in Adults with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Koegel, Lynn Kern; Ashbaugh, Kristen; Navab, Anahita; Koegel, Robert L.
2016-01-01
The literature suggests that many individuals diagnosed with Autism Spectrum Disorder (ASD) experience challenges with recognizing and describing emotions in others, which may result in difficulties with the verbal expression of empathy during communication. Thus, there is a need for intervention techniques targeting this area. Using a multiple…
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Differentiating Communication Disorders and Autism in Children
ERIC Educational Resources Information Center
Matson, Johnny L.; Neal, Daniene
2010-01-01
The diagnosis of autism and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), particularly in young children has become a top priority in the fields of mental health and education. Core symptoms include rituals and stereotypies, social skills deficits, and problems in communication. Considerable overlap exists in symptoms for…
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Anagnostou, Evdokia; Jones, Nancy; Huerta, Marisela; Halladay, Alycia K; Wang, Paul; Scahill, Lawrence; Horrigan, Joseph P; Kasari, Connie; Lord, Cathy; Choi, Dennis; Sullivan, Katherine; Dawson, Geraldine
2015-07-01
Social communication impairments are a core deficit in autism spectrum disorder. Social communication deficit is also an early indicator of autism spectrum disorder and a factor in long-term outcomes. Thus, this symptom domain represents a critical treatment target. Identifying reliable and valid outcome measures for social communication across a range of treatment approaches is essential. Autism Speaks engaged a panel of experts to evaluate the readiness of available measures of social communication for use as outcome measures in clinical trials. The panel held monthly conference calls and two face-to-face meetings over 14 months. Key criteria used to evaluate measures included the relevance to the clinical target, coverage of the symptom domain, and psychometric properties (validity and reliability, as well as evidence of sensitivity to change). In all, 38 measures were evaluated and 6 measures were considered appropriate for use, with some limitations. This report discusses the relative strengths and weaknesses of existing social communication measures for use in clinical trials and identifies specific areas in need of further development. © The Author(s) 2014.
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Borrie, Stephanie A.; Lubold, Nichola; Pon-Barry, Heather
2015-01-01
Conversational entrainment, a pervasive communication phenomenon in which dialogue partners adapt their behaviors to align more closely with one another, is considered essential for successful spoken interaction. While well-established in other disciplines, this phenomenon has received limited attention in the field of speech pathology and the study of communication breakdowns in clinical populations. The current study examined acoustic-prosodic entrainment, as well as a measure of communicative success, in three distinctly different dialogue groups: (i) healthy native vs. healthy native speakers (Control), (ii) healthy native vs. foreign-accented speakers (Accented), and (iii) healthy native vs. dysarthric speakers (Disordered). Dialogue group comparisons revealed significant differences in how the groups entrain on particular acoustic–prosodic features, including pitch, intensity, and jitter. Most notably, the Disordered dialogues were characterized by significantly less acoustic-prosodic entrainment than the Control dialogues. Further, a positive relationship between entrainment indices and communicative success was identified. These results suggest that the study of conversational entrainment in speech pathology will have essential implications for both scientific theory and clinical application in this domain. PMID:26321996
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An Empirical Evaluation of Spelling Boards as a Means of Communication for the Multihandicapped.
ERIC Educational Resources Information Center
Klewe, Lars
1993-01-01
An interdisciplinary research group in Denmark examined use of facilitated communication, via spelling boards, by 17 patients with communication disorders. Meaningful communication took place only when the facilitators had access to the information to be communicated. (JDD)
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Baylor, Carolyn R.; Yorkston, Kathryn M.; Eadie, Tanya L.; Miller, Robert M.; Amtmann, Dagmar
2011-01-01
Purpose The purpose of this study was to conduct the initial psychometric analyses of the Communicative Participation Item Bank—a new self-report instrument designed to measure the extent to which communication disorders interfere with communicative participation. This item bank is intended for community-dwelling adults across a range of communication disorders. Method A set of 141 candidate items was administered to 208 adults with spasmodic dysphonia. Participants rated the extent to which their condition interfered with participation in various speaking communication situations. Questionnaires were administered online or in a paper version per participant preference. Participants also completed the Voice Handicap Index (B. H. Jacobson et al., 1997) and a demographic questionnaire. Rasch analyses were conducted using Winsteps software (J. M. Linacre, 1991). Results The results show that items functioned better when the 5-category response format was recoded to a 4-category format. After removing 8 items that did not fit the Rasch model, the remaining 133 items demonstrated strong evidence of sufficient unidimensionality, with the model accounting for 89.3% of variance. Item location values ranged from −2.73 to 2.20 logits. Conclusions Preliminary Rasch analyses of the Communicative Participation Item Bank show strong psychometric properties. Further testing in populations with other communication disorders is needed. PMID:19717652
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A phonology-free mobile communication app.
Kondapalli, Ananya; Zhang, Lee R; Patel, Shreya; Han, Xiao; Kim, Hee Jin; Li, Xintong; Altschuler, Eric L
2016-11-01
Aphasia - loss of comprehension or expression of language - is a devastating functional sequela of stroke. There are as yet no effective methods for rehabilitation of aphasia. An assistive device that allows aphasia patients to communicate and interact at speeds approaching real time is urgently needed. Behavioral and linguistic studies of aphasia patients show that they retain normal thinking processes and most aspects of language. They lack only phonology: the ability to translate (input) and/or output sounds (or written words) such as "ta-ble" into the image of a four-legged object with a top at which one works or eats. We have made a phonology-free communication mobile app that may be useful for patients with aphasia and other communication disorders. Particular innovations of our app include calling Google Images as a "subroutine" to allow a near-infinite number of choices (e.g. food or clothing items) for patients without having to make countless images, and by the use of animation for words, phrases or concepts that cannot be represented by a single image. We have tested our app successfully in one patient. The app may be of great benefit to patients with aphasia and other communication disorders. Implications for Rehabilitation We have made a phonology-free mobile communication app. This app may facilitate communication for patients with aphasia and other communication disorders.
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De Leo, Gianluca; Gonzales, Carol H; Battagiri, Padmaja; Leroy, Gondy
2011-08-01
Autism is a complex neurobiological disorder that is part of a group of disorders known as autism spectrum disorders (ASD). Today, one in 150 individuals is diagnosed with autism. Lack of social interaction and problems with communication are the main characteristics displayed by children with ASD. The Picture Exchange Communication System (PECS) is a communication system where children exchange visual symbols as a form of communication. The visual symbols are laminated pictures stored in a binder. We have designed, developed and are currently testing a software application, called PixTalk which works on any Windows Mobile Smart-phone. Teachers and caregivers can access a web site and select from an online library the images to be downloaded on to the Smart-phone. Children can browse and select images to express their intentions, desires, and emotions using PixTalk. Case study results indicate that PixTalk can be used as part of ongoing therapy.
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Genetics Home Reference: 17q12 deletion syndrome
... spectrum disorder (which affects social interaction and communication), schizophrenia , anxiety, and bipolar disorder . Less commonly, 17q12 deletion ... Encyclopedia: Autism Spectrum Disorder Encyclopedia: Bipolar Disorder Encyclopedia: ... Topic: Developmental Disabilities Health Topic: Diabetes Health ...
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Tordjman, S
2006-01-01
A strong prevalence of females or males is often found in mental disorders. Based on examples of anorexia (90% females) and autistic disorder (80 to 90% males), arguments that allow a better understanding of these different sex ratios are presented. The role of certain sociocultural factors in the onset of anorexia is developed. The predominance of males in autistic disorder has led to genetic and hormone-based biological hypotheses. However, it is also possible that the cultural representation of sex roles and its effects (expectation, different attitudes and behaviors depending on the child's gender) influence the development of social interaction and communication domains which are impaired in autistic disorder. Indeed, according to most studies, parents solicit and stimulate more social interaction and communication (eye contact specially during the first months of life, vocalizations then verbal language, emotional expression) in girls than in boys during the first three years of life, which corresponds to the period when autistic disorder appears. It is possible that because girls are more solicited than boys in social interaction and communication domains, during a sensitive (or critical) period of development, we may observe that girls show less autistic impairment in reciprocal social interaction and verbal or non-verbal communication, which are two of the three main domains of autistic disorder. It is also possible that impairments in social interaction and communication may be identified earlier for girls than for boys, which could lead to earlier therapeutic care for girls. Indeed, if parents have greater expectations for girls in social interaction and/or communication domains, they may worry more for their girl than for their boy with regard to developmental delay in these domains, and then may ask for professional advice earlier. This is what we have observed in our clinical practice and research, in which we conducted a follow-up in young girls showing autistic disorder aged two and half years old and who evolved positively; in contrast we have observed that parents bring their son for professional advice later, after kindergarten begins. Finally, a more complex, non-linear model is proposed in which biological genetic factors (such as sex-linked chromosomes) and/or hormonal factors (such as sex hormones) may play a role in differentiation of girls' and boys' behavior from birth. These different behaviors would induce differentiated expectations and attitudes in parents depending on the child's gender, which in turn would reinforce sex-related characteristic behaviors in the child. Thus, there may be a continuum in different behavioral domains (for example, boys would interact and communicate less than girls, and girls would express more their emotions), with mental disorders occurring at the extremes of this continuum (for example, autistic disorder for certain boys and anxiety disorder for certain girls). This hypothesis fits within an integrated psycho-biological approach that takes into account sex differences in mental disorders; it stems from a model in which a dimensional conception of mental disorders replaces a categorical nosographical one. New perspectives could be envisioned concerning the identification, follow-up and treatment of mental disorders (or sub-types of mental disorders), which are currently considered to belong to different nosographical categories, but which could overlap through shared common dimensions.
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Effects of Bilingual Tact Instruction for a Child with Communication Disorder
ERIC Educational Resources Information Center
León, Alberto L.; Rosales, Rocío
2018-01-01
We evaluated the effects of tact training when instruction was presented in English only compared to tact training in a bilingual format (in English and the home language, Portuguese) for a participant diagnosed with a communication disorder. The participant's parents completed a questionnaire describing his exposure to both languages prior to the…
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Work Integration Issues Go beyond the Nature of the Communication Disorder.
ERIC Educational Resources Information Center
Garcia, Linda J.; Laroche, Chantal; Barrette, Jacques
2002-01-01
A study gathered perceptions from persons with communication disorders (CD) (n=78), 13 service providers, and 22 employers on barriers to work integration. Results show many barriers are common across types of CD, including noise, tasks requiring speed, having to speak to groups of persons, and attitudes of others. (Contains references.)…
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Language Phenotypes and Intervention Planning: Bridging Research and Practice
ERIC Educational Resources Information Center
Fidler, Deborah J.; Philofsky, Amy; Hepburn, Susan L.
2007-01-01
This paper focuses on the communication and language phenotypes associated with three genetic disorders: Down syndrome, Williams syndrome, and fragile X syndrome. It is argued that there is empirical evidence that these disorders predispose children to specific profiles of strength and weakness in some areas of speech, language, and communication,…
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ERIC Educational Resources Information Center
Grigorenko, Elena L., Ed.; Naples, Adam J., Ed.
2007-01-01
As the first title in the new series, "New Directions in Communication Disorders Research: Integrative Approaches", this volume discusses a unique phenomenon in cognitive science, single-word reading, which is an essential element in successful reading competence. Single-word reading is an interdisciplinary area of research that incorporates…
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Predictors of Parent Responsiveness to 1-Year-Olds At-Risk for Autism Spectrum Disorder
ERIC Educational Resources Information Center
Kinard, Jessica L.; Sideris, John; Watson, Linda R.; Baranek, Grace T.; Crais, Elizabeth R.; Wakeford, Linn; Turner-Brown, Lauren
2017-01-01
Parent responsiveness is critical for child development of cognition, social-communication, and self-regulation. Parents tend to respond more frequently when children at-risk for autism spectrum disorder (ASD) demonstrate stronger social-communication; however, it is unclear how responsiveness is associated with sensory characteristics of children…
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The Use of Peer Networks to Increase Communicative Acts of Students with Autism Spectrum Disorders
ERIC Educational Resources Information Center
Kamps, Debra; Mason, Rose; Thiemann-Bourque, Kathy; Feldmiller, Sarah; Turcotte, Amy; Miller, Todd
2014-01-01
Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students' use of communication acts with peers during free play following instruction. Peer…
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ERIC Educational Resources Information Center
McLeod, Sharynne; Crowe, Kathryn; Masso, Sarah; Baker, Elise; McCormack, Jane; Wren, Yvonne; Roulstone, Susan; Howland, Charlotte
2017-01-01
Speech sound disorders are a common communication difficulty in preschool children. Teachers indicate difficulty identifying and supporting these children. The aim of this research was to describe speech and language characteristics of children identified by their parents and/or teachers as having possible communication concerns. 275 Australian 4-…
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Author Impact Metrics in Communication Sciences and Disorder Research
ERIC Educational Resources Information Center
Stuart, Andrew; Faucette, Sarah P.; Thomas, William Joseph
2017-01-01
Purpose: The purpose was to examine author-level impact metrics for faculty in the communication sciences and disorder research field across a variety of databases. Method: Author-level impact metrics were collected for faculty from 257 accredited universities in the United States and Canada. Three databases (i.e., Google Scholar, ResearchGate,…
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Online Communication Training for Parents of Children with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Douglas, Sarah N.; Kammes, Rebecca; Nordquist, Erica
2018-01-01
Parent training is an essential part of quality programming for children with autism spectrum disorder (ASD). However, limited research exists exploring online training approaches to support parents of children with both ASD and complex communication needs (CCN; e.g., limited verbal ability), despite the many benefits that online training might…
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Cochrane, Frances Clare; Brown, Louise; Siyambalapitiya, Samantha; Plant, Christopher
2016-10-01
This study explored speech-language pathologists' (SLPs) perspectives about factors that influence clinical management of Aboriginal and Torres Strait Islander adults with acquired communication disorders (e.g. aphasia, motor speech disorders). Using a qualitative phenomenological approach, seven SLPs working in North Queensland, Australia with experience working with this population participated in semi-structured in-depth interviews. Qualitative content analysis was used to identify categories and overarching themes within the data. Four categories, in relation to barriers and facilitators, were identified from participants' responses: (1) The Practice Context; (2) Working Together; (3) Client Factors; and (4) Speech-Language Pathologist Factors. Three overarching themes were also found to influence effective speech pathology services: (1) Aboriginal and Torres Strait Islander Cultural Practices; (2) Information and Communication; and (3) Time. This study identified many complex and inter-related factors which influenced SLPs' effective clinical management of this caseload. The findings suggest that SLPs should employ a flexible, holistic and collaborative approach in order to facilitate effective clinical management with Aboriginal and Torres Strait Islander people with acquired communication disorders.
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Murray, Brian; Moineddin, Rahim; Rochon, Elizabeth; Cullen, Nora; Gargaro, Judith; Colantonio, Angela
2013-01-01
Objective To longitudinally examine objective and self-reported outcomes for recovery of cognition, communication, mood and participation in adults with traumatic brain injury (TBI) and co-morbid post-traumatic sleep/wake disorders. Design Prospective, longitudinal, single blind outcome study. Setting Community-based. Participants Ten adults with moderate–severe TBI and two adults with mild TBI and persistent symptoms aged 18–58 years. Six males and six females, who were 1–22 years post-injury and presented with self-reported sleep/wake disturbances with onset post-injury. Interventions Individualized treatments for sleep/wake disorders that included sleep hygiene recommendations, pharmacological interventions and/or treatments for sleep apnea with follow-up. Main outcome measures Insomnia Severity Index, Beck Depression and Anxiety Inventories, Latrobe Communication Questionnaire, Speed and Capacity of Language Processing, Test of Everyday Attention, Repeatable Battery for the Assessment of Neuropsychological Status, Daily Cognitive-Communication and Sleep Profile. Results Group analysis revealed positive trends in change for each measure and across sub-tests of all measures. Statistically significant changes were noted in insomnia severity, p = 0.0003; depression severity, p = 0.03; language, p = 0.01; speed of language processing, p = 0.007. Conclusions These results add to a small but growing body of evidence that sleep/wake disorders associated with TBI exacerbate trauma-related cognitive, communication and mood impairments. Treatment for sleep/wake disorders may optimize recovery and outcomes. PMID:24070180
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Assessing empathy and managing emotions through interactions with an affective avatar.
Johnson, Esperanza; Hervás, Ramón; Gutiérrez López de la Franca, Carlos; Mondéjar, Tania; Ochoa, Sergio F; Favela, Jesús
2018-06-01
Assistive technologies can improve the quality of life of people diagnosed with different forms of social communication disorders. We report on the design and evaluation of an affective avatar aimed at engaging the user in a social interaction with the purpose of assisting in communication therapies. A human-avatar taxonomy is proposed to assist the design of affective avatars aimed at addressing social communication disorder. The avatar was evaluated with 30 subjects to assess how effectively it conveys the desired emotion and elicits empathy from the user. Results provide evidence that users become used to the avatar after a number of interactions, and they perceive the defined behavior as being logical. The users' interactions with the avatar entail affective reactions, including the mimic emotions that users felt, and establish a preliminary ground truth about prototypic empathic interactions with avatars that is being used to train learning algorithms to support social communication disorder evaluation.
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1996-01-01
An array of inclusive service delivery models is recommended for the implementation of services to children and youths with communication disorders. Inclusive practices are intervention services that are based on the unique and specific needs of the individual, and provided in a context that is least restrictive. There are a variety of models through which inclusive practices can be provided, including a direct (pull-out) program, in classroom-based service delivery, community-based models, and consultative interventions. These models should be seen as flexible options that may change depending on student needs. The speech-language pathologist, in collaboration with parents, the student, teachers, support personnel, and administrators, is in the ideal position to decide the model or combination of models that best serves each individual student's communication needs. Implementation of inclusive practices requires consideration of multiple issues, including general education reform, cost effectiveness, and program efficacy. In addition, administrative and school system support, personnel qualifications, staff development, flexible scheduling, and the effects of inclusive practices on all learners need to be considered. At present, available research suggests guarded optimism for the effectiveness of inclusive practices. However, many critical questions have not yet been addressed and additional research is needed to assess the full impact of inclusive practices for students with communication disorders.
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Kim, So Hyun; Junker, Dörte; Lord, Catherine
2014-01-01
A new language measure, the Observation of Spontaneous Expressive Language (OSEL), is intended to document spontaneous use of syntax, pragmatics, and semantics in 2-12-year-old children with ASD and other communication disorders with expressive language levels comparable to typical 2-5 year olds. Because the purpose of the OSEL is to provide developmental norms for use of language, the first step involves assessment of the scale’s feasibility, validity, and reliability using a sample of 180 2-5 year-old typically developing children. Pilot data from the OSEL shows strong internal consistency, high reliabilities and validity. Once replicated with a large population-based sample and in special populations, the scale should be helpful in designing appropriate interventions for children with ASD and other communication disorders. PMID:25022249
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Roisko, Riikka; Wahlberg, Karl-Erik; Hakko, Helinä; Wynne, Lyman; Tienari, Pekka
2011-01-30
Communication Deviance (CD) in rearing parents is a known indicator of a psychopathology risk in the offspring, but the direction of the effects of these two factors on each other has remained an unresolved question. The purpose of the present study was to clarify this issue by assessing the relationship of CD in adoptive parents with certain attributes of the adoptee and adoptive parents themselves. The subjects were 109 adoptees at a high or low risk of schizophrenia-spectrum disorders and their adoptive parents. Communication Deviance was measured in individual, spouse and family Rorschach situations. Thought disorders in the adoptees were assessed using the Thought Disorder Index. The variability of CD in the adoptive parents in individual Rorschach situations was not significantly explained by any characteristics of the child. The variability in parental CD in family Rorschach situations was most closely associated with the characteristics of the parents themselves. The results strongly support the hypotheses that the frequency of Communication Deviance is an enduring trait rather than a fluctuating state and that frequent CD in parent's speech may impair the growing child's cognitive development and predispose him/her to schizophrenia-spectrum disorders. Copyright © 2010 Elsevier Ltd. All rights reserved.
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Lo, Yu-Chun; Chen, Yu-Jen; Hsu, Yung-Chin; Tseng, Wen-Yih Isaac; Gau, Susan Shur-Fen
2017-05-01
Autism spectrum disorder (ASD) is a neurodevelopmental disorder with social communication deficits as one of the core symptoms. Recently, a five-level model for the social communication has been proposed in which white matter tracts corresponding to each level of the model are identified. Given that the model for social communication subserves social language functions, we hypothesized that the tract integrity of the model for social communication may be reduced in ASD, and the reduction may be related to social communication deficits. Sixty-two right-handed boys with ASD and 55 typically developing (TD) boys received clinical evaluations, intelligence tests, the Social Communication Questionnaire (SCQ), and MRI scans. Generalized fractional anisotropy (GFA) was measured by diffusion spectrum imaging to indicate the microstructural integrity of the tracts for each level of the social communication model. Group difference in the tract integrity and its relationship with the SCQ subscales of social communication and social interaction were investigated. We found that the GFA values of the superior longitudinal fasciculus III (SLF III, level 1) and the frontal aslant tracts (FAT, level 2) were decreased in ASD compared to TD. Moreover, the GFA values of the SLF III and the FAT were associated with the social interaction subscale in ASD. The tract integrity of the model for social communication is reduced in ASD, and the reduction is associated with impaired social interaction. Our results support that reduced tract integrity of the model for social communication might be a neural substrate of social communication deficits in ASD. © 2016 Association for Child and Adolescent Mental Health.
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Express Yourself: Communication Disabilities Need Not Be Handicaps.
ERIC Educational Resources Information Center
Johnson, Peg L.
Individuals with communicative disorders can achieve self-expression through the use of portable electronic augmentative communication aids. Real-life examples describe how individuals use microcomputers and other communication aids, such as "Express III,""Light Talker,""Phonic Mirror Handivoice 110,""Canon…
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Implementing Tablet-Based Devices to Improve Communication Skills of Students with Autism
ERIC Educational Resources Information Center
Alzrayer, Nouf M.; Banda, Devender R.
2017-01-01
Students with autism spectrum disorder (ASD) have difficulties in communication that limit their opportunities to participate in daily living and educational activities. Augmentative alternative communication is one of the strategies used to strengthen the communication skills of students with limited communication skills. Students with ASD…
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Guidelines for Better Communication with Brain Impaired Adults
... are here Home Guidelines for Better Communication with Brain-Impaired Adults Printer-friendly version Communicating with a loved one with a brain disorder can indeed be challenging. Finding the right ...
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The effect of a therapy dog on the communication skills of an adult with aphasia.
LaFrance, Caroline; Garcia, Linda J; Labreche, Julianne
2007-01-01
Little evidence-based research has been published within the field of communication disorders on the role of dogs as catalysts for human communication. This single participant study, a point of entry into this realm of research, explores the effects of a therapy dog on the communication skills of a patient with aphasia receiving intensive speech and language therapy within a rehabilitation setting. The researchers conclude that the presence of the dog does have the potential to stimulate both overt social-verbal and social-nonverbal communication. As a result of this activity the reader will be able to (1) describe the beneficial role of dogs to serve as catalysts for human communication (2) describe ways in which a person with aphasia may be assisted by a therapy dog and (3) become familiar with an animal-assisted therapy (AAT) program set-up for patients with communication disorders within a rehabilitation setting.
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Potential communicative acts in children with autism spectrum disorders.
Braddock, Barbara A; Pickett, Colleen; Ezzelgot, Jamie; Sheth, Shivani; Korte-Stroff, Emily; Loncke, Filip; Bock, Lynn
2015-01-01
To describe potential communicative acts in a sample of 17 children with autism spectrum disorders who produced few to no intelligible words (mean age = 32.82 months). Parents reported on children's potential communicative acts for 10 different communicative functions. A potential communicative act was defined as any behavior produced by an individual that may be interpreted by others to serve a communicative purpose. Significant associations were found between higher number of gesture types and increased scores on language comprehension, language expression, and non-verbal thinking measures. Relative to other types of potential communicative acts, parents reported that children used higher proportions of body movement. Number of body movement types was not related to child ability, while number of gesture types was related to receptive and expressive language. Findings underscore the link between language and gesture, and offer support for an ecological systems perspective of language learning.
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A systematic quality review of high-tech AAC interventions as an evidence-based practice.
Morin, Kristi L; Ganz, Jennifer B; Gregori, Emily V; Foster, Margaret J; Gerow, Stephanie L; Genç-Tosun, Derya; Hong, Ee Rea
2018-06-01
Although high-tech augmentative and alternative communication (AAC) is commonly used to teach social-communication skills to people with autism spectrum disorder or intellectual disabilities who have complex communication needs, there is a critical need to evaluate the efficacy of this approach. The aim of this systematic review was to evaluate the quality of single-case experimental design research on the use of high-tech AAC to teach social-communication skills to individuals with autism spectrum disorder or intellectual disabilities who have complex communication needs, to determine if this intervention approach meets the criteria for evidence-based practices as outlined by the What Works Clearinghouse. Additionally, information on the following extended methodological standards is reported on all included studies: participant description, description of setting and materials, interventionist description, baseline and intervention description, maintenance, generalization, procedural integrity, and social validity. The results from 18 multiple-baseline or multiple-probe experiments across 17 studies indicate that using high-tech AAC to teach social-communication skills to individuals with autism spectrum disorder or intellectual disabilities and complex communication needs can be considered an evidence-based practice, although the review of comparison (i.e., alternating treatment) design studies did not indicate that high-tech AAC is significantly better than low-tech AAC.
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Daniels, Darlene; Ettinger, Olivia; Mooney, Aimee; Noethe, Glory; Rowland, Charity
2015-01-01
Purpose Conversational topics chosen by a group of adults with degenerative cognitive-linguistic disorders for personalized communication board development were examined. The patient-generated themes commonly selected are presented to guide treatment planning and communication board development. Method Communication boards were created for 109 adults as part of a larger research project. One autobiographical topic that each participant would enjoy discussing multiple times was represented on each communication board with 16 pictures and word labels. For this review, topics were collapsed into general themes through a consensus process and examined by gender and age. Results Sixty unique conversational topics were identified from 109 participants and collapsed into 9 general themes: Hobbies, Family, Travel, Work, Home/Places I've Lived, Sports/Fitness, Religion, Animals, and World War II. Age and gender produced variations in themes chosen, though no significance in rank orders was found across groups. Conclusions Topics selected by adults with degenerative cognitive-linguistic disorders for communication boards resemble common conversational adult themes and do not center around basic needs or medical issues. Differences in gender and age for topic selection tend to be based on traditional roles. These general themes should be used when creating personalized communication boards for those who benefit from conversational aids. PMID:25835511
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ERIC Educational Resources Information Center
Minifie, Fred D.; Robey, Randall R.; Horner, Jennifer; Ingham, Janis C.; Lansing, Charissa; McCartney, James H.; Alldredge, Elham-Eid; Slater, Sarah C.; Moss, Sharon E.
2011-01-01
Purpose: Two Web-based surveys (Surveys I and II) were used to assess perceptions of faculty and students in Communication Sciences and Disorders (CSD) regarding the responsible conduct of research (RCR). Method: Survey questions addressed 9 RCR domains thought important to the responsible conduct of research: (a) human subjects protections; (b)…
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ERIC Educational Resources Information Center
Horton-Ikard, RaMonda; Munoz, Maria L.; Thomas-Tate, Shurita; Keller-Bell, Yolanda
2009-01-01
Purpose: To provide an overview of a model for teaching a foundational course in multicultural (MC) issues and to demonstrate how it can be modified for use in communication sciences and disorders (CSD) by integrating 3 primary dimensions of cultural competence: awareness, knowledge, and skills. Method: This tutorial begins by establishing the…
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ERIC Educational Resources Information Center
Myotte, Theodore; Hutchins, Tiffany L.; Cannizzaro, Michael S.; Belin, Gayle
2011-01-01
Masters-level speech-language pathologists in communication sciences and disorders (n = 122) completed a survey soliciting their reasons for not pursuing doctoral study. Factor analysis revealed a four-factor solution including one reflecting a lack of interest in doctoral study (Factor 2) and one reflecting practical financial concerns (Factor…
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ERIC Educational Resources Information Center
Tag, Sylvia G.
2007-01-01
This article describes the formation and content of a required library and information research course for graduate and professional students enrolled in the Communication Sciences and Disorders Master of Arts degree program at Western Washington University. The course was created as a result of library assessment, student feedback, and faculty…
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ERIC Educational Resources Information Center
Brunner, Debra Lynn; Seung, HyeKyeung
2009-01-01
This literature review examines the present level of evidence in support of communication-based treatments for children with autism spectrum disorders. Reviews to date have reported on research published through 2002. The current article included 36 studies published between 2002 and 2007. Best available evidence is presented for seven treatment…
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Maternal Verbal Responses to Communication of Infants at Low and Heightened Risk of Autism
ERIC Educational Resources Information Center
Leezenbaum, Nina B.; Campbell, Susan B.; Butler, Derrecka; Iverson, Jana M.
2014-01-01
This study investigates mothers' responses to infant communication among infants at heightened genetic risk (high risk) of autism spectrum disorder compared to infants with no such risk (low risk). A total of 26 infants, 12 of whom had an older sibling with autism spectrum disorder, were observed during naturalistic in-home interaction and…
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ERIC Educational Resources Information Center
Byun, Tara McAllister; Hitchcock, Elaine R.; Ferron, John
2017-01-01
Purpose: Single-case experimental designs are widely used to study interventions for communication disorders. Traditionally, single-case experiments follow a response-guided approach, where design decisions during the study are based on participants' observed patterns of behavior. However, this approach has been criticized for its high rate of…
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ERIC Educational Resources Information Center
Prelock, Patricia A.; Calhoun, James; Morris, Hope; Platt, Gretchen
2011-01-01
This article describes 2 pilot studies partnering early interventionists and families in targeting social communication and joint attention abilities for young children with autism spectrum disorders. Both parent-intervention trainings involved opportunities for interventionists to partner with families. One pilot utilized "More than Words" (MTW;…
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ERIC Educational Resources Information Center
Barkley, Russell A.; And Others
1992-01-01
Randomized adolescents with attention-deficit hyperactivity disorder to 8-10 sessions of behavior management training (n=20), problem-solving and communication training (n=21), or structural family therapy (n=20). All treatments resulted in significant reductions in negative communication, conflicts, and anger during conflicts and improved ratings…
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ERIC Educational Resources Information Center
Weiss, Amy L.; Rohland, Pamela
2015-01-01
This article describes the operation of a Communication Coaching Program, which was designed to provide supports for students with autism spectrum disorders (ASDs) attending the University of Rhode Island. To succeed in college programs, many students with ASDs need access to specialized programming and personnel who are able to foster their…
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ERIC Educational Resources Information Center
Morgan, Griffith A. V.; And Others
The report presents information from a survey of the needs and characteristics of children with severe communication disorders in Ontario and the programs available to serve them. It is explained that information was gathered from structured interviews with principals, teachers, and 28 parents of language handicapped children, as well as visits to…
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ERIC Educational Resources Information Center
Ballan, Michelle S.
2012-01-01
To explore the content of communication about sexuality between parents and children with autism spectrum disorders, semi-structured interviews were conducted with 18 parents of children ages 6-13. Content analysis and ethnographic summary were used to interpret the data. Findings suggest that parent's perceptions of a child's behaviors and…
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ERIC Educational Resources Information Center
Clavenna-Deane, Beth Anne
2010-01-01
This study evaluated the effectiveness of cognitive-behavioral social communication intervention on improving the social reciprocity and employment experiences of adolescents with High Functioning Autism Spectrum Disorders (HFASD). Four youth diagnosed with a HFASD participated in this study. A multiple baseline across skills design provided…
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ERIC Educational Resources Information Center
Lee, Jihyun; Vargo, Kristina K.
2017-01-01
Children with autism spectrum disorder (ASD) often exhibit deficits in social-communicative behaviors. Given the increased prevalence of children with ASD, programs designed to teach social-communicative behaviors are necessary. This article introduces a movement-based program that embeds social-skill components to improve the motor skills and…
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ERIC Educational Resources Information Center
Lockton, Elaine; Adams, Catherine; Collins, Anna
2016-01-01
Background: Children who have social communication disorder (CwSCD) demonstrate persistent difficulties with language pragmatics in conversations and other verbal interactions. Speech-language interventions for these children often include promotion of metapragmatic awareness (MPA); that is, the ability to identify explicitly and reflect upon…
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ERIC Educational Resources Information Center
Cunningham, Barbara Jane; Washington, Karla N.; Binns, Amanda; Rolfe, Katelyn; Robertson, Bernadette; Rosenbaum, Peter
2017-01-01
Purpose: The purpose of this scoping review was to identify current measures used to evaluate speech-language outcomes for preschoolers with communication disorders within the framework of the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY; World Health Organization, 2007). Method: The review…
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ERIC Educational Resources Information Center
Yu, Jennifer W.; Wei, Xin; Wagner, Mary
2014-01-01
This study used propensity score techniques on data from the National Longitudinal Transition Study-2 to assess the causal relationship between speech and behavior-based support services and rates of social communication among high school students with Autism Spectrum Disorder (ASD). Findings indicate that receptive language problems were…
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Federal Register 2010, 2011, 2012, 2013, 2014
2010-04-12
... Deafness and Other Communication Disorders Special Emphasis Panel, LRP's. Date: May 3, 2010. Time: 1 p.m..., 6120 Executive Blvd., Rockville, MD 20852. (Virtual Meeting.) Contact Person: Sheo Singh, PhD...'s Clinical Trial. Date: May 7, 2010. Time: 4 p.m. to 5 p.m. Agenda: To review and evaluate grant...
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Federal Register 2010, 2011, 2012, 2013, 2014
2010-09-09
... Deafness and Other Communication Disorders Special Emphasis Panel; P30 Review. Date: October 1, 2010. Time.... Date: October 6, 2010. Time: 11 a.m. to 2:30 p.m. Agenda: To review and evaluate grant applications... Call). Contact Person: Sheo Singh, PhD, Scientific Review Officer, Scientific Review Branch, Division...
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Assessment of Theory of Mind in Children with Communication Disorders: Role of Presentation Mode
ERIC Educational Resources Information Center
van Buijsen, Marit; Hendriks, Angelique; Ketelaars, Mieke; Verhoeven, Ludo
2011-01-01
Children with communication disorders have problems with both language and social interaction. The theory-of-mind hypothesis provides an explanation for these problems, and different tests have been developed to test this hypothesis. However, different modes of presentation are used in these tasks, which make the results difficult to compare. In…
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Speech and Communication Disorders
... to being completely unable to speak or understand speech. Causes include Hearing disorders and deafness Voice problems, ... or those caused by cleft lip or palate Speech problems like stuttering Developmental disabilities Learning disorders Autism ...
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... Disorders Motility Disorders Working with Your Doctor Successful relationships with healthcare providers are an important part of managing life with a long-term digestive disorder. Doctor–Patient Communication How to Help Your Doctor Help You ...
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Chiari, Brasília M; Goulart, Bárbara N G
2009-09-01
Studies showing stronger scientific evidence related to speech, language and hearing pathology (SLP) have an impact on the prevention and rehabilitation of human communication and gained ground in SLP research agenda. In this paper we discuss some aspects and directions that should be considered for in-depth knowledge about speech, language and hearing needs in different population groups (age group, gender and other variables according to specific related disorders) for improved comprehensive care, successful efforts and effective use of financial and human resources. It is also discussed the decision making process for requesting complementary evaluations and tests, from routine to highly complex ones, that should be based on each test and/or procedure and their contribution to the diagnosis and therapeutic planning. In fact, it is crucial to have reliable parameters for planning, preventing and treating human communication and its related disorders. Epidemiology, biostatistics and social sciences can contribute with more specific information in human communication sciences and guide more specific studies on the international science and technology agenda, improving communication sciences involvement in the international health-related scientific scenario.
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Misinformation in eating disorder communications: Implications for science communication policy
NASA Astrophysics Data System (ADS)
Radford, Benjamin
Though eating disorders are a serious public health threat, misinformation about these potentially deadly diseases is widespread. This study examines eating disorder information from a wide variety of sources including medical journals, news reports, and popular social activist authors. Examples of misinformation were identified, and three aspects of eating disorders (prevalence, mortality, and etiology) were chosen as key indicators of scientific illiteracy about those illnesses. A case study approach was then adopted to trace examples of misinformation to their original sources whenever possible. A dozen examples include best-selling books, national eating disorder information clearinghouses; the news media; documentary feature films; and a PBS television Nova documentary program. The results provide an overview of the ways in which valid information becomes flawed, including poor journalism, lack of fact-checking, plagiarism, and typographical errors. Less obvious---and perhaps even more important---much of the misinformation results from scientific research being co-opted to promote specific sociopolitical agendas. These results highlight a significant gap in science communication between researchers, the medical community, and the public regarding these diseases, and recommendations to address the problem are offered.
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Genetics Home Reference: ADNP syndrome
... disorder, which is characterized by impaired communication and social interaction. Affected individuals also have distinctive facial features and ... spectrum disorder, including repetitive behaviors and difficulty with social interactions. ADNP syndrome is also associated with mood disorders ...
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Communication, Interventions, and Scientific Advances in Autism: A Commentary
Llaneza, Danielle C.; DeLuke, Susan V.; Batista, Myra; Crawley, Jacqueline N.; Christodulu, Kristin V.; Frye, Cheryl A.
2010-01-01
Autism spectrum disorders (ASD) affect approximately 1 in 150 children across the U.S., and are characterized by abnormal social actions, language difficulties, repetitive or restrictive behaviors, and special interests. ASD include autism (autistic disorder), Asperger syndrome, and Pervasive Developmental Disorder not otherwise specified (PDD-NOS or atypical autism). High-functioning individuals may communicate with moderate-to-high language skills, although difficulties in social skills may result in communication deficits. Low-functioning individuals may have severe deficiencies in language, resulting in poor communication between the individual and others. Behavioral intervention programs have been developed for ASD, and are frequently adjusted to accommodate specific individual needs. Many of these programs are school-based and aim to support the child in the development of their skills, for use outside the classroom with family and friends. Strides are being made in understanding the factors contributing to the development of ASD, particularly the genetic contributions that may underlie these disorders. Mutant mouse models provide powerful research tools to investigate the genetic factors associated with ASD and its co-morbid disorders. In support, the BTBR T+tf/J mouse strain incorporates ASD-like social and communication deficits and high levels of repetitive behaviors. This commentary briefly reviews the reciprocal relationship between observations made during evidence-based behavioral interventions of high- versus low-functioning children with ASD and the accumulating body of research in autism, including animal studies and basic research models. This reciprocity is one of the hallmarks of the scientific method, such that research may inform behavioral treatments, and observations made during treatment may inform subsequent research. PMID:20093134
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Communication, interventions, and scientific advances in autism: a commentary.
Llaneza, Danielle C; DeLuke, Susan V; Batista, Myra; Crawley, Jacqueline N; Christodulu, Kristin V; Frye, Cheryl A
2010-06-01
Autism spectrum disorders (ASD) affect approximately 1 in 150 children across the U.S., and are characterized by abnormal social actions, language difficulties, repetitive or restrictive behaviors, and special interests. ASD include autism (autistic disorder), Asperger Syndrome, and Pervasive Developmental Disorder not otherwise specified (PDD-NOS or atypical autism). High-functioning individuals may communicate with moderate-to-high language skills, although difficulties in social skills may result in communication deficits. Low-functioning individuals may have severe deficiencies in language, resulting in poor communication between the individual and others. Behavioral intervention programs have been developed for ASD, and are frequently adjusted to accommodate specific individual needs. Many of these programs are school-based and aim to support the child in the development of their skills, for use outside the classroom with family and friends. Strides are being made in understanding the factors contributing to the development of ASD, particularly the genetic contributions that may underlie these disorders. Mutant mouse models provide powerful research tools to investigate the genetic factors associated with ASD and its co-morbid disorders. In support, the BTBR T+tf/J mouse strain incorporates ASD-like social and communication deficits and high levels of repetitive behaviors. This commentary briefly reviews the reciprocal relationship between observations made during evidence-based behavioral interventions of high- versus low-functioning children with ASD and the accumulating body of research in autism, including animal studies and basic research models. This reciprocity is one of the hallmarks of the scientific method, such that research may inform behavioral treatments, and observations made during treatment may inform subsequent research. Copyright 2010 Elsevier Inc. All rights reserved.
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Genetics Home Reference: 22q13.3 deletion syndrome
... delayed speech. Some people with this condition have autism or autistic-like behavior that affects communication and ... National Institute on Deafness and Other Communication Disorders: Autism and Communication National Institute on Deafness and Other ...
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ERIC Educational Resources Information Center
Eissa, Mourad Ali
2015-01-01
The purpose of this study was to explore the effect of a joint attention intervention program on improving joint attention and communication skills in children with autism disorder. Participants were ten children between the ages of five and seven who attended a school for children with developmental disabilities (Tarbya Fekrya ). A pre-post…
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ERIC Educational Resources Information Center
Ritzman, Mitzi J.; Sanger, Dixie
2007-01-01
Purpose: The purpose of this study was to survey the opinions of principals concerning the role of speech-language pathologists (SLPs) serving students with communication disorders who have been involved in violence. Method: A mixed methods design involving 678 questionnaires was mailed to elementary, middle, and high school principals in a…
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ERIC Educational Resources Information Center
Hanaie, Ryuzo; Mohri, Ikuko; Kagitani-Shimono, Kuriko; Tachibana, Masaya; Matsuzaki, Junko; Watanabe, Yoshiyuki; Fujita, Norihiko; Taniike, Masako
2014-01-01
In addition to social and communicative deficits, many studies have reported motor deficits in autism spectrum disorder (ASD). This study investigated the macro and microstructural properties of the corpus callosum (CC) of 18 children with ASD and 12 typically developing controls using diffusion tensor imaging tractography. We aimed to explore…
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ERIC Educational Resources Information Center
Woynaroski, Tiffany; Watson, Linda; Gardner, Elizabeth; Newsom, Cassandra R.; Keceli-Kaysili, Bahar; Yoder, Paul J.
2016-01-01
Diversity of key consonants used in communication (DKCC) is a value-added predictor of expressive language growth in initially preverbal children with autism spectrum disorder (ASD). Studying the predictors of DKCC growth in young children with ASD might inform treatment of this under-studied aspect of prelinguistic development. Eighty-seven…
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ERIC Educational Resources Information Center
Taylor, Lauren J.; Maybery, Murray T.; Wray, John; Ravine, David; Hunt, Anna; Whitehouse, Andrew J. O.
2013-01-01
Extensive empirical evidence indicates that the lesser variant of Autism Spectrum Disorders (ASD) involves a communication impairment that is similar to, but milder than, the deficit in clinical ASD. This research explored the relationship between the broader autism phenotype (BAP) among parents, an index of genetic liability for ASD, and proband…
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ERIC Educational Resources Information Center
Bhat, Anjana N.; Srinivasan, Sudha M.; Woxholdt, Colleen; Shield, Aaron
2018-01-01
Children with autism spectrum disorder present with a variety of social communication deficits such as atypicalities in social gaze and verbal and non-verbal communication delays as well as perceptuo-motor deficits like motor incoordination and dyspraxia. In this study, we had the unique opportunity to study praxis performance in deaf children…
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ERIC Educational Resources Information Center
van der Meer, Larah; Sutherland, Dean; O'Reilly, Mark F.; Lancioni, Giulio E.; Sigafoos, Jeff
2012-01-01
We compared acquisition of, and preference for, manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs) in four children with autism spectrum disorders (ASD). Intervention was introduced across participants in a non-concurrent multiple-baseline design and acquisition of the three communication modes was compared in an…
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ERIC Educational Resources Information Center
McLay, Laurie; Schäfer, Martina C. M.; van der Meer, Larah; Couper, Llyween; McKenzie, Emma; O'Reilly, Mark F.; Lancioni, Giulio E.; Marschik, Peter B.; Sigafoos, Jeff; Sutherland, Dean
2017-01-01
Identifying an augmentative and alternative communication (AAC) method for children with autism spectrum disorder (ASD) might be informed by comparing their performance with, and preference for, a range of communication modalities. Towards this end, the present study involved two children with ASD who were taught to request the continuation of toy…
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ERIC Educational Resources Information Center
Simmons, Elizabeth Schoen; Paul, Rhea; Shic, Frederick
2016-01-01
This study examined the acceptability of a mobile application, "SpeechPrompts," designed to treat prosodic disorders in children with ASD and other communication impairments. Ten speech-language pathologists (SLPs) in public schools and 40 of their students, 5-19 years with prosody deficits participated. Students received treatment with…
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ERIC Educational Resources Information Center
Wallace, Gregory L.; Dudley, Katerina; Anthony, Laura; Pugliese, Cara E.; Orionzi, Bako; Clasen, Liv; Lee, Nancy Raitano; Giedd, Jay N.; Martin, Alex; Raznahan, Armin; Kenworthy, Lauren
2017-01-01
Although social-communication difficulties and repetitive behaviors are hallmark features of autism spectrum disorder (ASD) and persist across the lifespan, very few studies have compared age-related differences in these behaviors between youth with ASD and same-age typically developing (TD) peers. We examined this issue using SRS-2 (Social…
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ERIC Educational Resources Information Center
Billeaud, Frances P.
A study was undertaken to evaluate the benefits derived by speech and language pathology students who used video tape recordings to learn diagnosis of communication disorders, to observe professional therapists and therapy programs, and to improve their own clinical techniques through self-observation. The use of video tapes to teach clinical…
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ERIC Educational Resources Information Center
Hill, Doris Adams; Flores, Margaret M.; Kearley, Regina F.
2014-01-01
The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on…
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ERIC Educational Resources Information Center
Battaglia, Dana; McDonald, Mary E.
2015-01-01
This paper provides an overview of the literature investigating the functional relationship between the use of the Picture Exchange Communication System (PECS) and maladaptive behavior (i.e., aggression, tantrums) in individuals with autism spectrum disorders (ASD). Digital searches were conducted to identify single subject design studies…
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ERIC Educational Resources Information Center
Ganz, Jennifer B.; Simpson, Richard L.; Corbin-Newsome, Jawanda
2008-01-01
By definition children with autism spectrum disorders (ASD) experience difficulty understanding and using language. Accordingly, visual and picture-based strategies such as the Picture Exchange Communication System (PECS) show promise in ameliorating speech and language deficits. This study reports the results of a multiple baseline across…
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ERIC Educational Resources Information Center
Volden, Joanne; Dodd, Erin; Engel, Kathleen; Smith, Isabel M.; Szatmari, Peter; Fombonne, Eric; Zwaigenbaum, Lonnie; Mirenda, Pat; Bryson, Susan; Roberts, Wendy; Vaillancourt, Tracy; Waddell, Charlotte; Elsabbagh, Mayada; Bennett, Teresa; Georgiades, Stelios; Duku, Eric
2017-01-01
Purpose: Impairments in the social use of language are universal in autism spectrum disorder (ASD), but few standardized measures evaluate communication skills above the level of individual words or sentences. This study evaluated the Expression, Reception, and Recall of Narrative Instrument (ERRNI; Bishop, 2004) to determine its contribution to…
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ERIC Educational Resources Information Center
Oliveras-Rentas, Rafael E.; Kenworthy, Lauren; Roberson, Richard B.; Martin, Alex; Wallace, Gregory L.
2012-01-01
Changes in the Wechsler Intelligence Scales for Children-IV (WISC-IV) may affect the IQ profile characteristic of autism spectrum disorders (ASD). Moreover, the association of particular component cognitive abilities (unlike overall IQ) with symptomatology and adaptive functioning in ASD remains unclear. This archival study characterizes the…
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ERIC Educational Resources Information Center
Winder, Breanna M.; Wozniak, Robert H.; Parladé, Meaghan V.; Iverson, Jana M.
2013-01-01
Communication spontaneously initiated by infants at heightened risk (HR; n = 15) for autism spectrum disorders (ASD) is compared with that in low-risk (LR; n = 15) infants at 13 and 18 months of age. Infants were observed longitudinally during naturalistic in-home interaction and semistructured play with caregivers. At both ages, HR infants…
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ERIC Educational Resources Information Center
Kjellmer, Liselotte; Olswang, Lesley B.
2013-01-01
Purpose: In this study, the authors examined how variability in classroom social communication performance differed between children with fetal alcohol spectrum disorders (FASD) and pair-matched, typically developing peers. Method: Twelve pairs of children were observed in their classrooms, 40 min per day (20 min per child) for 4 days over a…
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ERIC Educational Resources Information Center
Olswang, Lesley B.; Svensson, Liselotte; Astley, Susan
2010-01-01
Purpose: In this research, the authors examined how social communication profiles during classroom activities differed between children with fetal alcohol spectrum disorders (FASD) and typically developing pair-matched peers. Method: Twelve pairs of children were observed in their classrooms 20 min a day for 4 days across 2 weeks. Coders…
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Communication disorders after stroke in Aboriginal Australians.
Armstrong, Elizabeth; Hersh, Deborah; Hayward, Colleen; Fraser, Joan
2015-01-01
Limited research exists on acquired communication disorders (ACD) in Aboriginal Australians despite their high rates of stroke. Their uptake of rehabilitation services is low, and little information is available on functional consequences for this population. This pilot study explored consequences of ACD for Aboriginal Australians after stroke, including their experiences of services received. Semi-structured interviews were collected with 13 Aboriginal people with ACD, and family members, in Perth. Ages ranged from 30 to 78 years and time post stroke from 0.5 to 29 years. A qualitative, thematic analysis of interview transcripts was undertaken. The key themes which emerged were "getting on with life", coping with change, independence/interdependence, the importance of communication for maintaining family and community connection, role and identity issues and viewing the stroke consequences within the broader context of co-morbidities. While similar life disruptions were found to those previously reported in the general stroke population, this study highlighted differences, which reflect the particular context of ACD for Aboriginal people and which need to be considered when planning future services. While implications are limited due to small numbers, the findings emphasise the importance of a holistic approach, and integration of communication treatments into community-led social activities. Implications for Rehabilitation Aboriginal Australians frequently experience a range of concurrent and complex co-morbidities and demanding social or family circumstances at the same time as coping with communication disorders post-stroke. A holistic approach to post stroke rehabilitation may be appropriate with services that accommodate communication disorders, delivered in collaboration with Aboriginal organisations, emphasising positive attitudes and reintegration into community as fully as possible. Communication and yarning are important for maintaining family and community connection and identity, and family and community context should be incorporated into all assessment and treatment activities.
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The assessment and treatment of deaf children with psychiatric disorders.
Roberts, C; Hindley, P
1999-02-01
The assessment and treatment of deaf children with psychiatric disorder is intimately related to the individual child's communication, which in turn is affected by a number of factors, medical, social, and cultural. The deafness can be aetiologically related to the psychiatric disorder or can be incidental. Treatment strategies should be adapted to meet the individual child and family's needs. Deaf professionals have a vital role in mental health services for this population. The use of an interpreter can clarify communication and cultural issues for deaf and hearing children, families, and professionals.
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Adults with Asperger Syndrome: A Childhood Disorder Grows Up
ERIC Educational Resources Information Center
Wilkinson, Lee A.
2007-01-01
Asperger syndrome is a chronic developmental disorder characterized by problems in social relatedness, empathic communication and understanding, and circumscribed interests. The inclusion of Asperger's Disorder (Asperger syndrome) in the "Diagnostic and Statistical Manual of Mental Disorders" (DSM-IV; American Psychiatric Association, 1994), has…
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Ishizaki, Yuko; Kobayashi, Yohnosuke; Yamagata, Zentaro; Eto, Takashi; Hoshika, Akinori; Kano, Yukiko; Koeda, Tatsuya; Miike, Teruhisa; Oki, Junichi; Tanaka, Hidetaka; Watanabe, Hisako
2005-06-01
The number of children with psychosomatic and psychosocial disorders has been increasing in Japan. There are, however, few trained pediatricians who have adequate knowledge of the treatment needed. The Research Group on the Promotion of Management of Children with Psychosomatic and Psychosocial Disorders carried out the present study to (i) disseminate knowledge about psychosomatic and psychosocial disorders of children; and (ii) establish a community-based network model to ensure effective communication among relevant institutions. To disseminate knowledge of the psychosocial and psychosomatic disorders, the Research Group compiled the Handbook for Psychosomatic Disorders of Children and distributed it to pediatricians throughout Japan. A follow-up questionnaire survey was then carried out. Also, in order to examine the current status of the communication network between pediatricians and the related institutions, the Research Group conducted a questionnaire survey on general pediatricians. Sixty-five percent of the respondents indicated that they were actually using the Handbook. The topics in the Handbook that were most frequently referred to by the respondents were attention deficit hyperactivity disorders, school refusal, eating disorders, and orthostatic dysregulation. Thirty-seven percent of the participants indicated changes in their behavior towards psychosomatic and psychosocial problems. The results of the survey on communication networks found that the pediatricians generally collaborated with different institutions depending on the nature of the problems, such as school refusal and bullying, developmental disorders, child abuse and maltreatment, and others. Promotion of the Handbook would greatly contribute to improving the management of children with psychosomatic and psychosocial disorders, together with the construction of the basic network model for management of these children.
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Effects of social cognitive impairment on speech disorder in schizophrenia.
Docherty, Nancy M; McCleery, Amanda; Divilbiss, Marielle; Schumann, Emily B; Moe, Aubrey; Shakeel, Mohammed K
2013-05-01
Disordered speech in schizophrenia impairs social functioning because it impedes communication with others. Treatment approaches targeting this symptom have been limited by an incomplete understanding of its causes. This study examined the process underpinnings of speech disorder, assessed in terms of communication failure. Contributions of impairments in 2 social cognitive abilities, emotion perception and theory of mind (ToM), to speech disorder were assessed in 63 patients with schizophrenia or schizoaffective disorder and 21 nonpsychiatric participants, after controlling for the effects of verbal intelligence and impairments in basic language-related neurocognitive abilities. After removal of the effects of the neurocognitive variables, impairments in emotion perception and ToM each explained additional variance in speech disorder in the patients but not the controls. The neurocognitive and social cognitive variables, taken together, explained 51% of the variance in speech disorder in the patients. Schizophrenic disordered speech may be less a concomitant of "positive" psychotic process than of illness-related limitations in neurocognitive and social cognitive functioning.
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Picture Exchange Communication System for Individuals with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Andersen, Lauren E.
2010-01-01
Autism spectrum disorder (ASD) is a neurological disorder that manifests itself within an individual through cognitive, social, and academic deficits. As is true for all spectrum disorders, each individual may experience a range of deficits with varying severity. Many students with autism spectrum disorder experience difficulty in some area of…
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Dykstra, Jessica R; Boyd, Brian A; Watson, Linda R; Crais, Elizabeth R; Baranek, Grace T
2012-01-01
This study evaluates an intervention targeting social-communication and play skills (Advancing Social-communication And Play; ASAP) implemented by school staff in a public preschool setting. With increases in enrollment of children with autism spectrum disorder (ASD) in school systems, establishing the effectiveness and feasibility of interventions implemented in school settings is important. In clinical settings, interventions targeting social-communication and play behaviors have increased these skills and impacted later language abilities. Results of this single-case design study indicated the ASAP intervention had a positive impact on social-communication and play skills for three preschoolers with ASD. All participants showed either increases in frequency or more stability in targeted behaviors. Social validity results provide additional support for the use of ASAP with preschoolers with ASD.
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A comparison of communication using the Apple iPad and a picture-based system.
Flores, Margaret; Musgrove, Kate; Renner, Scott; Hinton, Vanessa; Strozier, Shaunita; Franklin, Susan; Hil, Doris
2012-06-01
Augmentative and alternative communication (AAC) interventions have been shown to improve both communication and social skills in children and youth with autism spectrum disorders and other developmental disabilities. AAC applications have become available for personal devices such as cell phones, MP3 Players, and personal computer tablets. It is critical that these new forms of AAC are explored and evaluated. The purpose of this study was to investigate the utility of the Apple iPad™ as a communication device by comparing its use to a communication system using picture cards. Five elementary students with autism spectrum disorders and developmental disabilities who used a picture card system participated in the study. The results were mixed; communication behaviors either increased when using the iPad or remained the same as when using picture cards. The implications of these findings are discussed.
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Maternal verbal responses to communication of infants at low and heightened risk of autism.
Leezenbaum, Nina B; Campbell, Susan B; Butler, Derrecka; Iverson, Jana M
2014-08-01
This study investigates mothers' responses to infant communication among infants at heightened genetic risk (high risk) of autism spectrum disorder compared to infants with no such risk (low risk). A total of 26 infants, 12 of whom had an older sibling with autism spectrum disorder, were observed during naturalistic in-home interaction and semistructured play with their mothers at 13 and 18 months of age. Results indicate that overall, mothers of low-risk and high-risk infants were highly and similarly responsive to their infants' communicative behaviors. However, examination of infant vocal and gestural communication development together with maternal verbal responses and translations (i.e. verbally labeling a gesture referent) suggests that delays in early communication development observed among high-risk infants may alter the input that these infants receive; this in turn may have cascading effects on the subsequent development of communication and language. © The Author(s) 2013.
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Pasco, Greg; Gordon, Rosanna K; Howlin, Patricia; Charman, Tony
2008-11-01
The Classroom Observation Schedule to Measure Intentional Communication (COSMIC) was devised to provide ecologically valid outcome measures for a communication-focused intervention trial. Ninety-one children with autism spectrum disorder aged 6 years 10 months (SD 16 months) were videoed during their everyday snack, teaching and free play activities. Inter-rater reliability was high and relevant items showed significant associations with comparable items from concurrent Autism Diagnostic Observation Schedule-Generic (Lord et al. 2000, J Autism Dev Disord 30(3):205-223) assessments. In a subsample of 28 children initial differences in rates of initiations, initiated speech/vocalisation and commenting were predictive of language and communication competence 15 months later. Results suggest that the use of observational measures of intentional communication in natural settings is a valuable assessment strategy for research and clinical practice.
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ERIC Educational Resources Information Center
Norbury, Courtenay Frazier; Nash, Marysia; Baird, Gillian; Bishop, Dorothy V. M.
2004-01-01
Background: The Children's Communication Checklist (CCC 1998) was revised in 2003 (CCC-2) to provide a general screen for communication disorder and to identify pragmatic/social interaction deficits. Two validation studies were conducted with different populations of children with language and communication impairments. Methods & Procedures: In…
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ERIC Educational Resources Information Center
Lerna, Anna; Esposito, Dalila; Conson, Massimiliano; Russo, Luigi; Massagli, Angelo
2012-01-01
Background: The Picture Exchange Communication System (PECS) is a common treatment choice for non-verbal children with autism. However, little empirical evidence is available on the usefulness of PECS in treating social-communication impairments in autism. Aims: To test the effects of PECS on social-communicative skills in children with autism,…
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ERIC Educational Resources Information Center
Yoder, Paul; Stone, Wendy L.
2006-01-01
Purpose: This randomized group experiment compared the efficacy of 2 communication interventions (Responsive Education and Prelinguistic Milieu Teaching [RPMT] and the Picture Exchange Communication System [PECS]) on spoken communication in 36 preschoolers with autism spectrum disorders (ASD). Method: Each treatment was delivered to children for a…
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ERIC Educational Resources Information Center
Ganz, Jennifer B.; Simpson, Richard L.
2004-01-01
Few studies on augmentative and alternative communication (AAC) systems have addressed the potential for such systems to impact word utterances in children with autism spectrum disorders (ASD). The Picture Exchange Communication System (PECS) is an AAC system designed specifically to minimize difficulties with communication skills experienced by…
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Understanding the autistic dental patient.
Green, Danielle; Flanagan, Dennis
2008-01-01
Autism spectrum disorder (ASD) is one of many pervasive developmental disorders (PDD); others include Rett syndrome, childhood disintegrative disorder (also known as Heller's syndrome), pervasive developmental disorder not otherwise specified (PDD-NOS), and the higher functioning Asperger's syndrome. Because ASD is the most common of the developmental disabilities, it is not unusual for dentists to have ASD patients among their patient population. As the name indicates, ASD varies widely in its clinical manifestations; however, dentists are likely to encounter difficulties with communication and socialization. Although communication may be difficult, it is not impossible. A thorough understanding of this complex neurological disorder and displaying patience are vital for the dentist. This article seeks to familiarize readers with ASD characteristics and co-morbid conditions that may affect dental treatment and provide some management strategies for this unique population.
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Communicative Acts of Children with Autism Spectrum Disorders in the Second Year of Life
Shumway, Stacy; Wetherby, Amy M.
2009-01-01
Purpose This study examined the communicative profiles of children with autism spectrum disorders (ASD) in the second year of life. Method Communicative acts were examined in 125 children 18 to 24 months of age: 50 later diagnosed with ASD; 25 with developmental delays (DD); and 50 with typical development (TD). Precise measures of rate, functions, and means of communication were obtained through systematic observation of videotaped Behavior Samples from the Communication and Symbolic Behavior Scales Developmental Profile (Wetherby & Prizant, 2002). Results Children with ASD communicated at a significantly lower rate than children with DD and TD. The ASD group used a significantly lower proportion of acts for joint attention and a significantly lower proportion of deictic gestures with a reliance on more primitive gestures compared to DD and TD. Children with ASD who did communicate for joint attention were as likely as other children to coordinate vocalizations, eye gaze, and gestures. Rate of communicative acts and joint attention were the strongest predictors of verbal outcome at age 3. Conclusions By 18 to 24 months of age, children later diagnosed with ASD showed a unique profile of communication, with core deficits in communication rate, joint attention, and communicative gestures. PMID:19635941
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Temperament, Speech and Language: An Overview
Conture, Edward G.; Kelly, Ellen M.; Walden, Tedra A.
2013-01-01
The purpose of this article is to discuss definitional and measurement issues as well as empirical evidence regarding temperament, especially with regard to children's (a)typical speech and language development. Although all ages are considered, there is a predominant focus on children. Evidence from considerable empirical research lends support to the association between temperament, childhood development and social competence. With regard to communication disorders, extant literature suggests that at least certain elements of temperament (e.g., attention regulation, inhibitory control) are associated with the presence of certain communication disorders. However, the precise nature of this association remains unclear. Three possible accounts of the association between temperament and speech-language disorder are presented. One, the disability model (i.e., certain disorders impact psychological processes leading to changes in these processes, personality, etc., Roy & Bless, 2000a) suggests speech-language disorders may lead to or cause changes in psychological or temperamental characteristics. The disability account cannot be categorically refuted based on currently available research findings. The (pre)dispositional or vulnerability model (i.e., certain psychological processes directly cause the disorder or indirectly modify the course or expression of the disorder, Roy & Bless, 2000a) suggests that psychological or temperamental characteristics may lead to or cause changes in speech-language disorders. The vulnerability account has received some empirical support with regard to stuttering and voice disorders but has not received widespread empirical testing for most speech-language disorders. A third, interaction account, suggests that “disability” and ““vulnerability” may both impact communication disorders in a complex, dynamically-changing manner, a possibility that must await further empirical study. Suggestions for future research directions are provided. PMID:23273707
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Genetics Home Reference: 22q11.2 deletion syndrome
... hyperactivity disorder (ADHD) and developmental conditions such as autism spectrum disorders that affect communication and social interaction. ... J, Zackai EH, McDonald-McGinn DM, Emanuel BS. Autism spectrum disorders and symptoms in children with molecularly ...
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Crespo-Eguilaz, N; Magallon, S; Sanchez-Carpintero, R; Narbona, J
2016-01-01
The Children's Communication Checklist (CCC) by Bishop is a useful scale for evaluation of pragmatic verbal abilities in school children. The aim of the study is to ascertain the validity and reliability of the CCC in Spanish. Answers to the CCC items by parents of 360 children with normal intelligence were analyzed. There were five groups: 160 control children; 68 children with attention deficit hyperactivity disorder, 77 with procedural non-verbal disorder, 25 children with social communication disorder and 30 with autism spectrum disorder. Investigations included: factorial analysis in order to cluster checklist items, reliability analyses of the proposed scales and discriminant analysis to check whether the scale correctly classifies children with pragmatic verbal abilities. Seven factors were obtained (Kaiser-Meyer-Olkin: 0.852) with moderate similarity with those of the original scale: social relationships, interests, and five more that can be grouped into pragmatic verbal ability (conversational abilities, coherence-comprehension, empathy nonverbal communication and appropriateness). All factors are significantly correlated with each other in the control group, and the five that compose pragmatic verbal ability correlate with each other in the clinical groups (Pearson r). The scales have good reliability (Cronbach's alpha: 0.914). The questionnaire correctly classifies 98.9% of grouped cases with and without pragmatic disorder and 78% of subjects in their appropriate clinical group. Besides, the questionnaire allows to differentiate the pathologies according to the presence and intensity of the symptoms. This Spanish version of the CCC is highly valid and reliable. The proposed statistics can be used as normative-reference values.
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Michelotti, Janine; Charman, Tony; Slonims, Vicky; Baird, Gillian
2002-12-01
Eighteen children (13 males, five females) who had severe developmental language delay/disorder and some features of autism (although insufficient in severity and combination to meet ICD-10 diagnostic criteria for childhood autism) at preschool age (Time 1; mean age 4 years 4 months) were followed up 4 years later (Time 2; mean age 8 years 7 months). At the initial assessment the diagnostic dilemma was how much the social communication impairments and behavioural problems were secondary to the language problem and how much they constituted a genuine case of a pervasive developmental disorder. It was anticipated that at follow-up some children would continue to show social impairments but that in others social impairments would have receded as language competence improved. Follow-up assessments included the Wechsler Intelligence Scale for Children, the Clinical Evaluation of Language Fundamentals, the Children's Communication Checklist, and the Social Communication Questionnaire. At follow-up, five children had continuing language disorder and were considered to fulfil diagnostic criteria for childhood autism, four children had continuing language disorder and met criteria for atypical autism, and nine met criteria for atypical autism but had somewhat recovered language skills. Thus, even in the subgroup of children whose language ability had improved the features of autism had not dissipated. Severity of social communication impairments and repetitive behaviours at Time 1, rated retrospectively from case notes, were associated with severity of autism symptoms and pragmatic competence at Time 2. The findings are discussed in relation to the unclear boundary between autism spectrum disorders and language delay/disorder.
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ERIC Educational Resources Information Center
Bahrami, Fatimah; Movahedi, Ahmadreza; Marandi, Sayed Mohammad; Sorensen, Carl
2016-01-01
This investigation examined the long term effect of Karate techniques training on communication of children with autism spectrum disorders (ASD). Thirty school aged children with ASD were randomly assigned to an exercise (n = 15) or a control group (n = 15). Participants in the exercise group were engaged in 14 weeks of Karate techniques training.…
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ERIC Educational Resources Information Center
Knox, Michael
2013-01-01
This action qualitative study with a case research design investigated the impact of facilitated communication (FC) on the educational lives of high school students with autism spectrum disorders (ASD). The effect of FC on nonverbal students and schools' reactions to FC were also examined. The results from the four case studies indicate that FC…
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ERIC Educational Resources Information Center
Bottema-Beutel, Kristen; Yoder, Paul J.; Hochman, Julia M.; Watson, Linda R.
2014-01-01
This study examined associations between three parent-child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order…
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A Profile of the Patients at the Hearing and Speech Clinic from 2009 to 2014: A Retrospective Study
ERIC Educational Resources Information Center
Haj-Tas, Maisa Atef; Alaraifi, Jehad Ahmad
2015-01-01
Goal: The goal of this study was to measure the percentage of patients who exhibited communication disorders in the Speech and Hearing Clinic (HSC) at the University of Jordan (UJ); percentages were examined by patient age and gender. Method: The profiles of 1,140 patients who presented with communication disorders were studied. Patients attended…
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ERIC Educational Resources Information Center
Council for Exceptional Children, Arlington, VA.
Speech, language, and communication disorders were among the topics of papers presented at the convention of the Council for Exceptional Children in Chicago, 1970. Discussions include evaluation theory and caseload selection by Lear Ashmore, differential diagnosis in a rural school by William L. Shinder, the practical application of differential…
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ERIC Educational Resources Information Center
Retherford, Kristine S.; Schreiber, Linda R.
2015-01-01
Camp Campus is a 1-week campus experience for juniors or seniors in high school or high school graduates who are diagnosed with high-functioning autism, Asperger syndrome, or a related social communication disorder and who plan to attend college. Participants experience campus life by partaking of campus services, living and dining on campus,…
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ERIC Educational Resources Information Center
Soto, Gloria; Clarke, Michael T.
2017-01-01
Purpose: This study was conducted to evaluate the effects of a conversation-based intervention on the expressive vocabulary and grammatical skills of children with severe motor speech disorders and expressive language delay who use augmentative and alternative communication. Method: Eight children aged from 8 to 13 years participated in the study.…
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ERIC Educational Resources Information Center
Kjellmer, Liselotte; Hedvall, Asa; Fernell, Elisabeth; Gillberg, Christopher; Norrelgen, Fritjof
2012-01-01
This study examined the contribution of cognitive function, severity of autism, and adaptive functioning to the variability in language and communication skills in 129 preschool children (aged 24-63 months) with autism spectrum disorder (ASD). Participants were selected from a representative research cohort of 208 preschool children on the basis…
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ERIC Educational Resources Information Center
Rosenberg, Limor; Moran, Adva; Bart, Orit
2017-01-01
Decreased motor ability is a common feature in autism, leading to the proposal of a motor-social link in autism. The purpose of the study was to assess the contribution of motor abilities and social-communication skills to children's participation in daily activities, among children with low-functioning autism spectrum disorder (LFASD).…
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ERIC Educational Resources Information Center
Volden, Joanne; Phillips, Linda
2010-01-01
Purpose: To compare the Children's Communication Checklist-2 (CCC-2), a parent report instrument, with the Test of Pragmatic Language (TOPL), a test administered to the child, on the ability to identify pragmatic language impairment in speakers with autism spectrum disorders (ASD) who had age-appropriate structural language skills. Method: Sixteen…
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ERIC Educational Resources Information Center
National Information Center for Children and Youth with Disabilities, Washington, DC.
This fact sheet on speech and language disorders is presented in English and Spanish. It provides information on the definition of speech and language disorders and possible causes; the incidence (about one in ten people); and characteristics of delayed communication, speech disorders, and language disorders. It notes educational implications,…
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Long Distance Modulation of Disorder-to-Order Transitions in Protein Allostery.
Wang, Jingheng; Custer, Gregory; Beckett, Dorothy; Matysiak, Silvina
2017-08-29
Elucidation of the molecular details of allosteric communication between distant sites in a protein is key to understanding and manipulating many biological regulatory processes. Although protein disorder is acknowledged to play an important thermodynamic role in allostery, the molecular mechanisms by which this disorder is harnessed for long distance communication are known for a limited number of systems. Transcription repression by the Escherichia coli biotin repressor, BirA, is allosterically activated by binding of the small molecule effector biotinoyl-5'-AMP. The effector acts by promoting BirA dimerization, which is a prerequisite for sequence-specific binding to the biotin biosynthetic operon operator sequence. A 30 Å distance separates the effector binding and dimerization surfaces in BirA, and previous studies indicate that allostery is mediated, in part, by disorder-to-order transitions on the two coupled sites. In this work, combined experimental and computational methods have been applied to investigate the molecular basis of allosteric communication in BirA. Double-mutant cycle analysis coupled with thermodynamic measurements indicates functional coupling between residues in disordered loops on the two distant surfaces. All atom molecular dynamics simulations reveal that this coupling occurs through long distance reciprocal modulation of the structure and dynamics of disorder-to-order transitions on the two surfaces.
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Listeners' Perceptions of Speech and Language Disorders
ERIC Educational Resources Information Center
Allard, Emily R.; Williams, Dale F.
2008-01-01
Using semantic differential scales with nine trait pairs, 445 adults rated five audio-taped speech samples, one depicting an individual without a disorder and four portraying communication disorders. Statistical analyses indicated that the no disorder sample was rated higher with respect to the trait of employability than were the articulation,…
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Predictors of Self-Injurious Behaviour Exhibited by Individuals with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Richman, D. M.; Barnard-Brak, L.; Bosch, A.; Thompson, S.; Grubb, L.; Abby, L.
2013-01-01
Background: Presence of an autism spectrum disorder is a risk factor for development of self-injurious behaviour (SIB) exhibited by individuals with developmental disorders. The most salient SIB risk factors historically studied within developmental disorders are level of intellectual disability, communication deficits and presence of specific…
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Hong, Ee Rea; Neely, Leslie; Gerow, Stephanie; Gann, Candace
2018-03-01
Although caregiver-delivered social communication interventions have been considered scientifically proven practices for individuals with autism spectrum disorders, it is not well examined if these types of intervention modes are truly effective in promoting skill generalization and maintenance within those individuals with autism spectrum disorders. The purpose of this meta-analysis was to evaluate the status of the extant literature regarding the measures on generalization and/or maintenance of effects of caregiver-delivered communication interventions for children with autism spectrum disorders. This systematic literature review and meta-analysis evaluated peer-reviewed research regarding the effects of caregiver-implemented interventions on the maintenance and generalization of the social-communication skills for children with autism spectrum disorders. A total of 34 articles were included following a systematic search. Articles were summarized according to the following categories: (a) generalization dimension, (b) generalization assessment design, (c) maintenance assessment design, (d) generalization/maintenance teaching strategy, and (e) latency to maintenance probes. After application of design standards, aggregate Tau-U and non-overlap of pairs effect sizes were calculated with a total of 67 separate contrasts across seven studies. Overall, effect size scores ranged from small to large effects across all comparisons. On average, most of the baseline to maintenance and generalization comparisons produced moderate to large effects. Whereas, small to moderate or even deteriorate effects were found in most of the intervention to maintenance and generalization comparisons. The findings in this review suggest that caregiver-delivered social-communication interventions are likely to result in mixed effects on skill generalization and maintenance within children with autism spectrum disorders. Implications for future research and practice are discussed. Copyright © 2018 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Carlsson, Emilia; Hartelius, Lena; Saldert, Charlotta
2014-01-01
Background: A communicative disability interferes with the affected person's ability to take active part in social interaction, but non-disabled communication partners may use different strategies to support communication. However, it is not known whether similar strategies can be used to compensate for different types of communicative…
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Hahn, Laura J; Brady, Nancy C; McCary, Lindsay; Rague, Lisa; Roberts, Jane E
2017-12-01
Little research in fragile X syndrome (FXS) has prospectively examined early social communication. To compare early social communication in infants with FXS, infant siblings of children with autism spectrum disorder (ASIBs), and typically developing (TD) infants. Participants were 18 infants with FXS, 21 ASIBs, and 22 TD infants between 7.5-14.5 months. Social communication was coded using the Communication Complexity Scale during the administration of Autism Observation Scale for Infants. Descriptively different patterns were seen across the three groups. Overall infants with FXS had lower social communication than ASIBs or TD infants when controlling for nonverbal cognitive abilities. However, infants with FXS had similar levels of social communication as ASIBs or TD infants during peek-a-boo. No differences were observed between ASIBs and TD infants. For all infants, higher social communication was related to lower ASD risk. Findings provide insight into the developmental course of social communication in FXS. The dynamic nature of social games may help to stimulate communication in infants with FXS. Language interventions with a strong social component may be particularly effective for promoting language development in FXS. Copyright © 2017 Elsevier Ltd. All rights reserved.
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[The communicating body--eating disorders and culture].
Skårderud, Finn
2004-09-23
What is "culture" in eating disorders as culture-bound syndromes? The human body is a flesh-and-blood entity, but it also functions as a symbolic instrument. The body communicates about culture itself, about norms and boundaries. In this paper one central aspect in the phenomenology of eating disorders is emphasised: The subjective experience of lack of control and the sense of an overwhelming "chaos", both on the inner and outer level. On this basis rapid societal transitions are discussed as specific pathogenic factors. Sociocultural instability represents insecure conditions for construction of a healthy and stable identity. "The open body" is a relevant metaphor, with its dialectical relationship to the isolation and delimitation represented by eating disordered behaviour. With reference to history and geography the paper also discusses the pathoplasticity of eating disorders; how they change in time and space. Cultural analysis of eating disorders can contribute to a richer understanding of the complexity of the construction of meaning in these disorders, both across cultures and within our own cultural contexts.
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Pillay, Mershen
2013-02-01
Wylie, McAllister, Davidson, and Marshal (2013) argued that the speech-language pathology profession must be encouraged to consider novel ways to deliver equitable services to people with communication disorders. People with communication disorders include the world's 215 million international migrants who deserve unique commentary when considering disability in the world. Hence, this paper focuses on invisibility of international migrants with communication or swallowing disorders in the World Report on Disability. The analysis of people with disabilities is biased towards citizenship. What of those who are non-citizens? Three issues are highlighted: (a) the demographic construction of migrants; (b) management of communication disability within the migrant patient-speech language pathologist dyad; and (c) strategic re-prioritization of dysphagia as a disability. While relevant to all people, re-prioritization of dysphagia as an impairment (of eating or drinking) resulting in restricted mealtime participation is especially relevant to the healthcare of international migrants. This issue is discussed in terms of how safe or adequate eating and drinking ought to constitute essential discharge criteria in medical settings where discharge (often resulting in deportation) may be decided on one's ability to walk or talk.
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Riby, Deborah M; Whittle, Lisa; Doherty-Sneddon, Gwyneth
2012-01-01
The human face is a powerful elicitor of emotion, which induces autonomic nervous system responses. In this study, we explored physiological arousal and reactivity to affective facial displays shown in person and through video-mediated communication. We compared measures of physiological arousal and reactivity in typically developing individuals and those with the developmental disorders Williams syndrome (WS) and autism spectrum disorder (ASD). Participants attended to facial displays of happy, sad, and neutral expressions via live and video-mediated communication. Skin conductance level (SCL) indicated that live faces, but not video-mediated faces, increased arousal, especially for typically developing individuals and those with WS. There was less increase of SCL, and physiological reactivity was comparable for live and video-mediated faces in ASD. In typical development and WS, physiological reactivity was greater for live than for video-mediated communication. Individuals with WS showed lower SCL than typically developing individuals, suggesting possible hypoarousal in this group, even though they showed an increase in arousal for faces. The results are discussed in terms of the use of video-mediated communication with typically and atypically developing individuals and atypicalities of physiological arousal across neurodevelopmental disorder groups.
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Applying principles of intercultural communication to personality disorder therapy.
Leising, Daniel
2008-09-01
Psychotherapy with patients who were diagnosed with a personality disorder bears a strong resemblance to intercultural communication. I suggest conceptualizing the situation of a patient with a personality disorder as being similar to that of an overseas traveller. Like the traveller, the patient faces the task of getting along in a social environment that does not share many of his or her ingrained values regarding 'appropriate' interpersonal behaviour. In order to reduce the potential for misunderstandings and interpersonal problems, the patient would benefit from (a) learning about the culturally accepted rules of interacting and (b) partly adopting those rules. Borrowing from training manuals for intercultural communication, I suggest a number of therapeutic principles that specifically address the discrepancies between the patient's habits and internalized values, and the cultural conventions that govern the social environment in which the patient lives.
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Fundamental approaches in molecular biology for communication sciences and disorders.
Bartlett, Rebecca S; Jetté, Marie E; King, Suzanne N; Schaser, Allison; Thibeault, Susan L
2012-08-01
This contemporary tutorial will introduce general principles of molecular biology, common deoxyribonucleic acid (DNA), ribonucleic acid (RNA), and protein assays and their relevance in the field of communication sciences and disorders. Over the past 2 decades, knowledge of the molecular pathophysiology of human disease has increased at a remarkable pace. Most of this progress can be attributed to concomitant advances in basic molecular biology and, specifically, the development of an ever-expanding armamentarium of technologies for analysis of DNA, RNA, and protein structure and function. Details of these methodologies, their limitations, and examples from the communication sciences and disorders literature are presented. Results/Conclusions The use of molecular biology techniques in the fields of speech, language, and hearing sciences is increasing, facilitating the need for an understanding of molecular biology fundamentals and common experimental assays.
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Brukner-Wertman, Yael; Laor, Nathaniel; Golan, Ofer
2016-08-01
DSM-5 introduced two diagnoses describing neurodevelopmental deficits in social communication (SC); Autism Spectrum Disorder (ASD) and Social (Pragmatic) Communication Disorder (SPCD). These diagnoses are differentiated by Repetitive and Restricted Behaviors (RRB), required for an ASD diagnosis and absent in SPCD. We highlight the gaps between the research into SPCD and DSM-5's diagnostic criteria, and discuss the clinical implications of this diagnostic decision. We argue that DSM-5's demand for full manifestation of both SC and RRB axes when diagnosing ASD, prematurely forced a categorical view on the continual nature of the potentially dependent SC and RRB phenotypes. We conclude by highlighting the implications of this differential diagnostic decision on public health policies, designated therapy, and the need for further research regarding SPCD.
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Botting, Nicola
2004-01-01
The pragmatic skills of children with communication disorders and their assessment are currently an issue for speech and language therapy and educational placement. To explore whether different subgroups of children with communication disorders score differently on the Children's Communication Checklist (CCC) and to study how they compare with published normative data. A sample of 161 eleven-year-old children with a history of communication disorders was assessed using the CCC. The main use of this questionnaire was to establish whether pragmatic impairments were part of a child's communication difficulty. Although the checklist was originally designed for research purposes, normative data for this scale have been recently published as well as group data from a number of different clinical groups. Whilst the present CCC data have been previously reported descriptively for a wider sample, they have not been examined in terms of subgroups or compared directly with normative information and similarly diagnosed individuals from other studies. Of the children assessed, 52 (33%) scored in the normal range (within 1 SD) on the pragmatic scale, 40 (26%) fell between 1 and 2 SD below the normative mean, and 64 (41%) scored below 2 SD of the mean of typically developing children (aged 6-16 years). Thus, the majority (67%) scored out of the normal range for pragmatic skill at 11 years of age. The cohort was separated into four diagnostic subcategories: those with a definite diagnosis of autistic spectrum disorder (n=15); those with typical specific language impairment (n=82); generally impaired (n=37); and those with a clinical history of primary pragmatic language impairment (independent of CCC score, n=27). Findings show that those generally impaired and with specific language impairment were less impaired than the other groups on the CCC pragmatic scale. There was a significant trend for those with autistic spectrum disorders to score lowest through pragmatic language impairment, generally impairment to specific language impairment. It is argued that a cut-off of 140 may prove more useful at this age than the 132 level previously published for 8 year olds. Results suggest that the CCC can be used as a clinical tool, but in conjunction with other reliable measures.
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Management of Subtle Cognitive Communication Deficits.
ERIC Educational Resources Information Center
Milton, Sandra B.
1988-01-01
Traumatically head-injured individuals who reach the higher stages of recovery typically exhibit cognitive communication disorders. Patient management requires, among other considerations, a focus on functional communication competency, an ecologic-systematic perspective, and use of compensatory techniques. A case study applies this management…
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Uskalova, D V; Igolkina, Yu V; Sarapultseva, E I
2016-08-01
Morphofunctional disorders in unicellular aquatic protozoa - Spirostomum ambiguum infusorians after 30-, 60-, and 360-min exposure in electromagnetic field at a radiation frequency of 1 GHz and energy flow density of 50 μW/cm(2) were analyzed by intravital computer morphometry. Significant disorders in morphometric values correlated with low mobility of the protozoa. The results suggested the use of intravital computer morphometry on the protozoa for early diagnosis of radiation-induced effects of the mobile communication electromagnetic field, for example, low mobility of spermatozoa.
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ERIC Educational Resources Information Center
Clifford, Sally; Hudry, Kristelle; Brown, Laura; Pasco, Greg; Charman, Tony
2010-01-01
The Modified-Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC) was developed as an ecologically valid measure of social-communication behaviour, delineating forms, functions, and intended partners of children's spontaneous communication acts. Forty-one children with autism spectrum disorder (ASD) aged 48-73 months were…
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Captured by Details: Sense-Making, Language and Communication in Autism
ERIC Educational Resources Information Center
Noens, Ilse L. J.; van Berckelaer-Onnes, Ina A.
2005-01-01
The communication of people with autism spectrum disorder (ASD) is characterized by a qualitative impairment in verbal and non-verbal communication. In past decades a growing body of descriptive studies has appeared on language and communication problems in ASD. Reviews suggest that the development of formal and semantic aspects is relatively…
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ERIC Educational Resources Information Center
Ray, Jayanti
2015-01-01
Given the linguistic and cognitive demands of communication, adult Augmentative and Alternative Communication (AAC) users with acquired communication disorders may have difficulty using AAC systems consistently and effectively in "real-life" situations. The process of recommending AAC systems and strategies is an area of exploration,…
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ERIC Educational Resources Information Center
Ganz, Jennifer B.; Mason, Rose A.; Goodwyn, Fara D.; Boles, Margot B.; Heath, Amy K.; Davis, John L.
2014-01-01
Individuals with autism spectrum disorders (ASD) and complex communication needs often rely on augmentative and alternative communication (AAC) as a means of functional communication. This meta-analysis investigated how individual characteristics moderate effectiveness of three types of aided AAC: the Picture Exchange Communication System (PECS),…
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ERIC Educational Resources Information Center
Lerna, Anna; Esposito, Dalila; Conson, Massimiliano; Massagli, Angelo
2014-01-01
Background: The Picture Exchange Communication System (PECS) is a popular augmentative communication system frequently used with "nonverbal" children with autism. Several studies suggested that PECS could represent an effective tool for promoting improvement of several social-communicative skills. Only sparse evidence is instead…
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Application of technology to social communication impairment in childhood and adolescence.
Wieckowski, Andrea Trubanova; White, Susan W
2017-03-01
Social communication impairment has been implicated in various mental health disorders. The primary aim of this review paper is to summarize the extant research on the development and application of technologies to address social communication deficits, conceptualized according to the four constructs outlined by the NIMH's Research Domain Criteria (RDoC), transdiagnostically in children and adolescents. An exhaustive and systematic search yielded 69 peer-reviewed articles meeting all inclusion criteria (i.e., used technology, applied the technology to target impairment in at least one of four constructs of social communication, included a child or adolescent samples). We found limited use of technology for exploration of impairment in reception of non-facial communication, compared to the other social communication constructs. In addition, there has been an overwhelming focus on social communication impairment in children and adolescents with Autism Spectrum Disorder (ASD), with relatively few studies evaluating technology application in other clinical populations. Implications for future directions for technological interventions to treat social communication impairments transdiagnostically are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Saldert, Charlotta; Bauer, Malin
2017-01-01
It is known that Parkinson’s disease is often accompanied by a motor speech disorder, which results in impaired communication. However, people with Parkinson’s disease may also have impaired word retrieval (anomia) and other communicative problems, which have a negative impact on their ability to participate in conversations with family as well as healthcare staff. The aim of the present study was to explore effects of impaired speech and language on communication and how this is managed by people with Parkinson’s disease and their spouses. Using a qualitative method based on Conversation Analysis, in-depth analyses were performed on natural conversational interaction in five dyads including elderly men who were at different stages of Parkinson’s disease. The findings showed that the motor speech disorder in combination with word retrieval difficulties and adaptations, such as using communication strategies, may result in atypical utterances that are difficult for communication partners to understand. The coexistence of several communication problems compounds the difficulties faced in conversations and individuals with Parkinson’s disease are often dependent on cooperation with their communication partner to make themselves understood. PMID:28946714
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Auditory processing theories of language disorders: past, present, and future.
Miller, Carol A
2011-07-01
The purpose of this article is to provide information that will assist readers in understanding and interpreting research literature on the role of auditory processing in communication disorders. A narrative review was used to summarize and synthesize the literature on auditory processing deficits in children with auditory processing disorder (APD), specific language impairment (SLI), and dyslexia. The history of auditory processing theories of these 3 disorders is described, points of convergence and controversy within and among the different branches of research literature are considered, and the influence of research on practice is discussed. The theoretical and clinical contributions of neurophysiological methods are also reviewed, and suggested approaches for critical reading of the research literature are provided. Research on the role of auditory processing in communication disorders springs from a variety of theoretical perspectives and assumptions, and this variety, combined with controversies over the interpretation of research results, makes it difficult to draw clinical implications from the literature. Neurophysiological research methods are a promising route to better understanding of auditory processing. Progress in theory development and its clinical application is most likely to be made when researchers from different disciplines and theoretical perspectives communicate clearly and combine the strengths of their approaches.
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Parental communication style and family relationships in children of bipolar parents.
Vance, Yvonne H; Huntley Jones, Steven; Espie, Jonathan; Bentall, Richard; Tai, Sara
2008-09-01
To examine relationships between parental communication styles and family environment in parents with bipolar disorder (BD) and their children (CBP). On measures of parental communication styles and family environment, 20 BD parents and their 23 children (CBP) were compared to controls. Children completed a current mood measure. BD parents endorsed more negative communication styles and were less expressive than controls. CBP presented with more current or lifetime mood disorder diagnoses than control children (CC). Current depressive mood was associated with different perceptions of family environment for both CBP and CC. This familial high risk design indicated differences in family environment, parenting style, and in children of bipolar parents' perception of their family environment as it relates to their current mood.
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[Are language disorders in Alzheimer's disease simply aphasia?
Hazif-Thomas, Cyril; Thomas, Philippe
Alzheimer's disease is accompanied by gradual aphasia, becoming more severe when the cognitive disorders are more marked. However, the quality of care provided to the patient can modulate the evolution of these language difficulties. Aphasia is linked to a human communication deficiency and can be limited by taking into account the phatic function of language to keep the channels of communication open. Copyright © 2017. Published by Elsevier Masson SAS.
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ERIC Educational Resources Information Center
Brignell, Amanda; Williams, Katrina; Prior, Margot; Donath, Susan; Reilly, Sheena; Bavin, Edith L.; Eadie, Patricia; Morgan, Angela T.
2017-01-01
We compared loss and gain in communication from 1 to 2 years in children later diagnosed with autism spectrum disorder (n = 41), language impairment (n = 110) and in children with typical language development at 7 years (n = 831). Participants were selected from a prospective population cohort study of child language (the Early Language in…
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ERIC Educational Resources Information Center
Law, Gloria C.; Neihart, Maureen; Dutt, Anuradha
2018-01-01
Communication intervention in early life can significantly impact long-term outcomes for young children with autism. Parents can be vital resources in the midst of the current manpower shortage. "Map4speech" is a new mobile application developed for parents of children with autism spectrum disorder. It is specially designed to provide…
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Fonagy, Peter; Luyten, Patrick; Allison, Elizabeth; Campbell, Chloe
2017-01-01
This paper sets out a recent transition in our thinking in relation to psychopathology associated with personality disorder, in an approach that integrates our thinking about attachment, mentalizing (understanding ourselves and others in terms of intentional mental states) and epistemic trust (openness to the reception of social communication that is personally relevant and of generalizable significance) with recent findings on the structure of both adult and child psychopathology and resilience. In this paper - the first of two parts - we review evidence suggesting that a general psychopathology or p factor underlies vulnerability for psychopathology. We link this p factor to a lack of resilience using Kalisch and colleagues' positive appraisal style theory of resilience (PASTOR). We argue that vulnerability for (severe) psychopathology results from impairments in three central mechanisms underlying resilience - positive situation classification, retrospective reappraisal of threat, and inhibition of retraumatizing triggers - which in turn result from a lack of flexibility in terms of social communicative processes. We suggest that, from this perspective, personality disorders, and borderline personality disorder (BPD) in particular, can be considered to be the prototype of disorders characterized by a lack of resilience. Part 2 proposes an evolutionary developmental psychopathology account linking this inflexibility in social communication to problems with the development of epistemic trust - that is, an evolutionary pre-wired social communication system that normally facilitates resilience through salutogenesis, that is, the capacity to learn and derive benefit from the (social) environment.
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Farooq, Saeed; Johal, Rupinder K; Ziff, Charlotte; Naeem, Farooq
2017-10-24
Delivering the diagnosis of a serious illness is an important skill in most fields of medicine, including mental health. Research has found that communication skills can impact on a person's recall and understanding of the diagnosis, treatment options and prognosis. People may feel confused and perplexed when information about their illness is not communicated properly. Sharing information about diagnosis of a serious mental illness is particularly challenging. The nature of mental illness is often difficult to explain since there may be no clear aetiology, and the treatment options and prognosis may vary enormously. In addition, newly diagnosed psychiatric patients, who are actively ill, often may not accept their diagnosis due to lack of insight or stigma attached to the condition. There are several interventions that aim to help clinicians to communicate life changing medical diagnoses to people; however, little is known specifically for delivering a diagnosis of schizophrenia. To evaluate evidence from randomised controlled trials (RCTs) for the efficacy of different communication strategies used by clinicians to inform people about the diagnosis and outcome of schizophrenia compared with treatment as usual and to compare efficacy between different communication strategies. On 22 June 2015 and 29 June 2016, we searched the Cochrane Schizophrenia Group's Study-Based Register of Trials. We also searched sources of grey literature (e.g., dissertations, theses, clinical reports, evaluations published on websites, clinical guidelines and reports from regulatory agencies). We planned to include all relevant RCTs that included adults with schizophrenia or related disorders, including schizophreniform disorder, schizoaffective disorder and delusional disorder. The trials would have investigated the effects of communication strategy or strategies that helped clinicians deliver information specifically about a diagnosis of schizophrenia (which can also include communication regarding the treatment options available and prognosis). Review authors independently examined all reports from the searches for any relevant studies. We planned to extract data independently. For binary outcomes, we would have calculated risk ratio (RR) and its 95% confidence interval (CI), on an intention-to-treat basis. For continuous data, we would have estimated the mean difference (MD) between groups and its 95% CI. We would have employed a random-effects model for analyses. We planned to assess risk of bias for included studies. We created a 'Summary of findings' table using GRADE. The searches identified 44 records which appeared to be relevant to the aims of the review. We obtained full reports for seven potential studies; however, after close inspection none of these studies met the inclusion criteria. Good communication of diagnosis can affect treatment planning, compliance and patient outcomes, especially in the case of conditions such as schizophrenia, which has the potential to cause serious life disruption for both people with schizophrenia and their carers. Currently, there is no evidence based on findings from RCTs assessing the effects of communication strategies for disclosing the diagnosis of schizophrenia and related disorders. Research is required.
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Dimensions of somatization and hypochondriasis.
Ford, C V
1995-05-01
A significantly large group of patients who communicate their psychosocial distress in the form of physical symptoms are called somatizers. They tend to overuse medical services. The syndromes with which they present have indistinct boundaries, and there tends to be some fluidity of their symptomatic presentations. Underlying psychiatric disorders such as mood disorders, anxiety disorders (including obsessive compulsive disorder), and personality disorders are frequently present.
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ERIC Educational Resources Information Center
National Inst. on Deafness and Other Communications Disorders, Bethesda, MD.
This report is the result of three expert panels (on language and language impairments, balance and balance disorders, and voice and voice disorders) which met in 1994 and 1995 and reported research accomplishments, federal program goals, and research opportunities to the National Deafness and Other Communication Disorders Advisory Board. For…
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[Review of current classification and terminology of vulvar disorders].
Sláma, J
2012-08-01
To summarize current terminology and classification of vulvar disorders. Review article. Gynecologic oncology center, Department of Gynecology and Obstetrics, General Faculty Hospital and 1st Medical School of Charles University, Prague. Vulvar disorders include wide spectrum of different diagnoses. Multidisciplinary collaboration is frequently needed in diagnostical and therapeutical process. It is essential to use unified terminology using standard dermatological terms, and unified classification for comprehensible communication between different medical professions. Current classification, which is based on Clinical-pathological criteria, was established by International Society for the Study of Vulvovaginal Disease. Recently, there was introduced Clinical classification, which groups disorders according to main morphological finding. Adequate and unified classification and terminology are necessary for effective communication during the diagnostical process.
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The Neurobiological Basis for Social Affiliation in Autism Spectrum Disorder and Schizophrenia
Crider, Amanda; Pillai, Anilkumar
2016-01-01
Social interaction and communication are complex behavioral paradigms involving many components. Many different neurotransmitters, hormones, sensory inputs, and brain regions are involved in the act of social engagement and verbal or nonverbal communication. Autism Spectrum Disorder (ASD) and schizophrenia are two neurodevelopmental disorders that have social and language deficits as hallmark symptoms, but show very different etiologies. The output of social dysfunction is common to both ASD and schizophrenia, but this likely arises from very different pathophysiological means. This review will attempt to compile and interpret human and animal studies showing the neurobiological basis for the development of social and language deficits in ASD and schizophrenia as well as a comparison of the two disorders. PMID:27695666
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Family Intervention with a Case of Bipolar I Disorder with Family Conflict
ERIC Educational Resources Information Center
Sahu, Kamlesh Kumar
2013-01-01
Bipolar disorder is a major mental illness. Inherited treatment of bipolar disorder has been focused on pharmacological treatments. Though, psychosocial variables appear to be important antecedents of bipolar disorder, poor drug compliance, expressed emotion or faulty communication and life events play a vital role in relapse. Conflict is commonly…
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Gestural Communication in Children with Autism Spectrum Disorders during Mother-Child Interaction
ERIC Educational Resources Information Center
Mastrogiuseppe, Marilina; Capirci, Olga; Cuva, Simone; Venuti, Paola
2015-01-01
Children with autism spectrum disorders display atypical development of gesture production, and gesture impairment is one of the determining factors of autism spectrum disorder diagnosis. Despite the obvious importance of this issue for children with autism spectrum disorder, the literature on gestures in autism is scarce and contradictory. The…
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ERIC Educational Resources Information Center
Clinton, Elias
2016-01-01
An emotional/behavioral disorder is a mental health disability characterized by intensive internalized behaviors (e.g., anxiety, depression) and/or externalized behaviors (e.g., physical aggression, verbal aggression). Autism is a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors (i.e., stereo…
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Hengst, Julie A
2015-01-01
This article proposes distributed communication as a promising theoretical framework for building supportive environments for child language development. Distributed communication is grounded in an emerging intersection of cultural-historical activity theory (CHAT) and theories of communicative practices that argue for integrating accounts of language, cognition and culture. The article first defines and illustrates through selected research articles, three key principles of distributed communication: (a) language and all communicative resources are inextricably embedded in activity; (b) successful communication depends on common ground built up through short- and long-term histories of participation in activities; and (c) language cannot act alone, but is always orchestrated with other communicative resources. It then illustrates how these principles are fully integrated in everyday interactions by drawing from my research on Cindy Magic, a verbal make-believe game played by a father and his two daughters. Overall, the research presented here points to the remarkably complex communicative environments and sophisticated forms of distributed communication children routinely engage in as they interact with peer and adult communication partners in everyday settings. The article concludes by considering implications of these theories for, and examples of, distributed communication relevant to clinical intervention. Readers will learn about (1) distributed communication as a conceptual tool grounded in an emerging intersection of cultural-historical activity theory and theories of communicative practices and (2) how to apply distributed communication to the study of child language development and to interventions for children with communication disorders. Copyright © 2015 Elsevier Inc. All rights reserved.
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St Pourcain, B; Robinson, E B; Anttila, V; Sullivan, B B; Maller, J; Golding, J; Skuse, D; Ring, S; Evans, D M; Zammit, S; Fisher, S E; Neale, B M; Anney, R J L; Ripke, S; Hollegaard, M V; Werge, T; Ronald, A; Grove, J; Hougaard, D M; Børglum, A D; Mortensen, P B; Daly, M J; Davey Smith, G
2018-02-01
Difficulties in social communication are part of the phenotypic overlap between autism spectrum disorders (ASD) and schizophrenia. Both conditions follow, however, distinct developmental patterns. Symptoms of ASD typically occur during early childhood, whereas most symptoms characteristic of schizophrenia do not appear before early adulthood. We investigated whether overlap in common genetic influences between these clinical conditions and impairments in social communication depends on the developmental stage of the assessed trait. Social communication difficulties were measured in typically-developing youth (Avon Longitudinal Study of Parents and Children, N⩽5553, longitudinal assessments at 8, 11, 14 and 17 years) using the Social Communication Disorder Checklist. Data on clinical ASD (PGC-ASD: 5305 cases, 5305 pseudo-controls; iPSYCH-ASD: 7783 cases, 11 359 controls) and schizophrenia (PGC-SCZ2: 34 241 cases, 45 604 controls, 1235 trios) were either obtained through the Psychiatric Genomics Consortium (PGC) or the Danish iPSYCH project. Overlap in genetic influences between ASD and social communication difficulties during development decreased with age, both in the PGC-ASD and the iPSYCH-ASD sample. Genetic overlap between schizophrenia and social communication difficulties, by contrast, persisted across age, as observed within two independent PGC-SCZ2 subsamples, and showed an increase in magnitude for traits assessed during later adolescence. ASD- and schizophrenia-related polygenic effects were unrelated to each other and changes in trait-disorder links reflect the heterogeneity of genetic factors influencing social communication difficulties during childhood versus later adolescence. Thus, both clinical ASD and schizophrenia share some genetic influences with impairments in social communication, but reveal distinct developmental profiles in their genetic links, consistent with the onset of clinical symptoms.
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Craig, Francesco; Fanizza, Isabella; Russo, Luigi; Lucarelli, Elisabetta; Alessandro, Lorenzo; Pasca, Maria Grazia; Trabacca, Antonio
2017-07-01
The aim of this study was to classify children with Autism Spectrum Disorder (ASD) according to Autism Classification System of Functioning: Social Communication (ACSF:SC) criteria, in order to investigate the association between social communication ability, ASD severity, adaptive functioning, cognitive abilities and psychoeducational profile. The severity of social communication impairment was specified through Diagnostic and Statistical Manual of Mental Disorders-5th edition (DSM-5) and ACSF:SC tool. The ADOS-2, Vineland-II and PEP-3 were administered to all participants. We found a positive correlation between DSM-5 levels and ACSF:SC-Typical Performance (r = 0.35; P = 0.007) and ACSF:SC-Capacity (r = 0.31; P = 0.01) levels. Children included in the five levels of ACSF:SC (Typical Performance and Capacity) showed statistically significant differences in ADOS-2 (Social Affect), Vineland-II (Communication and Socialization), and PEP-3 (Communication, motor skills, maladaptive behavior) scores. The results of this study indicate that ACSF:SC provide a better understanding of functional profile of children with ASD based on the social communication abilities. Children with greater severity of social communication showed more difficulty in adaptive behavior and psychoeducational profiles. In conclusion, the ACSF:SC could help clinicians and therapists not only to understand the strength and weakness of preschool children with ASD but also to devise specific treatment in order to promote their social integration. Autism Res 2017. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2017, 10: 1249-1258. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.
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McPartland, James; Volkmar, Fred R.
2012-01-01
The Pervasive Developmental Disorders are a group of neurodevelopmental disorders that include Autistic Disorder, Asperger’s Disorder, Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS), Childhood Disintegrative Disorder (CDD), and Rett’s Disorder. All feature childhood onset with a constellation of symptoms spanning social interaction and communication and including atypical behavior patterns. The first three disorders (Autistic Disorder, Asperger’s Disorder, and PDD-NOS) are currently referred to as Autism Spectrum Disorders, reflecting divergent phenotypic and etiologic characteristics compared to Rett’s Disorder and CDD. This chapter reviews relevant research and clinical information relevant to appropriate medical diagnosis and treatment. PMID:22608634
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ERIC Educational Resources Information Center
Gillespie-Lynch, Kristen; Kapp, Steven K.; Shane-Simpson, Christina; Smith, David Shane; Hutman, Ted
2014-01-01
An online survey compared the perceived benefits and preferred functions of computer-mediated communication of participants with (N = 291) and without ASD (N = 311). Participants with autism spectrum disorder (ASD) perceived benefits of computer-mediated communication in terms of increased comprehension and control over communication, access to…
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ERIC Educational Resources Information Center
Sowden, Hannah; Perkins, Mick; Clegg, Judy
2011-01-01
There are many different approaches to intervention aimed at facilitating the social and communicative abilities of children with Autistic Spectrum Disorders (ASD). Behavioural interventions seek to improve the social and communicative abilities of children with ASD through interaction. Recently there has been a move towards naturalistic…
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ERIC Educational Resources Information Center
Baylor, Carolyn R.; Yorkston, Kathryn M.; Eadie, Tanya L.; Miller, Robert M.; Amtmann, Dagmar
2009-01-01
Purpose: The purpose of this study was to conduct the initial psychometric analyses of the Communicative Participation Item Bank--a new self-report instrument designed to measure the extent to which communication disorders interfere with communicative participation. This item bank is intended for community-dwelling adults across a range of…
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Predictors of Parent Responsiveness to 1-Year-Olds At-Risk for Autism Spectrum Disorder
Kinard, Jessica L.; Sideris, John; Watson, Linda R.; Baranek, Grace T.; Crais, Elizabeth R.; Wakeford, Linn; Turner-Brown, Lauren
2016-01-01
Parent responsiveness is critical for child development of cognition, social-communication, and self-regulation. Parents tend to respond more frequently when children at-risk for autism spectrum disorder (ASD) demonstrate stronger social-communication; however, it is unclear how responsiveness is associated with sensory characteristics of children at-risk for ASD. To address this issue, we examined the extent to which child social-communication and sensory reactivity patterns (i.e., hyper- and hypo-reactivity) predicted parent responsiveness to 1-year-olds at-risk for ASD in a community sample of 97 parent-infant pairs. A combination of child social-communication and sensory hypo-reactivity consistently predicted how parents played and talked with their 1-year-old at-risk for ASD. Parents tended to talk less and use more play actions when infants communicated less and demonstrated stronger hypo-reactivity. PMID:27785592
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Wallace, Gregory L; Dudley, Katerina; Anthony, Laura; Pugliese, Cara E; Orionzi, Bako; Clasen, Liv; Lee, Nancy Raitano; Giedd, Jay N; Martin, Alex; Raznahan, Armin; Kenworthy, Lauren
2017-02-01
Although social-communication difficulties and repetitive behaviors are hallmark features of autism spectrum disorder (ASD) and persist across the lifespan, very few studies have compared age-related differences in these behaviors between youth with ASD and same-age typically developing (TD) peers. We examined this issue using SRS-2 (Social Responsiveness Scale-Second Edition) measures of social-communicative functioning and repetitive behaviors in a stratified cross-sectional sample of 324 youth with ASD in the absence of intellectual disability, and 438 TD youth (aged 4-29 years). An age-by-group interaction emerged indicating that TD youth exhibited age-related improvements in social-communication scores while the ASD group demonstrated age-related declines in these scores. This suggests that adolescents/adults with ASD may fall increasingly behind their same-age peers in social-communicative skills.
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Communication skills and thalamic lesion: Strategies of rehabilitation.
Amaddii, Luisa; Centorrino, Santi; Cambi, Jacopo; Passali, Desiderio
2014-01-01
To describe the speech rehabilitation history of patients with thalamic lesions. Thalamic lesions can affect speech and language according to diverse thalamic nuclei involved. Because of the strategic functional position of the thalamus within the cognitive networks, its lesion can also interfere with other cognitive processes, such as attention, memory and executive functions. Alterations of these cognitive domains contribute significantly to language deficits, leading to communicative inefficacy. This fact must be considered in the rehabilitation efforts. Whereas evaluation of cognitive functions and communicative efficiency is different from that of aphasic disorder, treatment should also be different. The treatment must be focused on specific cognitive deficits with belief in the regaining of communicative ability, as well as it occurs in therapy of pragmatic disorder in traumatic brain injury: attention process training, mnemotechnics and prospective memory training. According to our experience: (a) there is a close correlation between cognitive processes and communication skills; (b) alterations of attention, memory and executive functions cause a loss of efficiency in the language use; and (c) appropriate cognitive treatment improves pragmatic competence and therefore the linguistic disorder. For planning a speech-therapy it is important to consider the relationship between cognitive functions and communication. The cognitive/behavioral treatment confirms its therapeutic efficiency for thalamic lesions. Copyright © 2014 Polish Otorhinolaryngology - Head and Neck Surgery Society. Published by Elsevier Urban & Partner Sp. z.o.o. All rights reserved.
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MacDonald, Megan; Lord, Catherine; Ulrich, Dale A
2013-07-01
Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6-15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.
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Weismer, Susan Ellis
2015-01-01
Purpose Spoken language benchmarks proposed by Tager-Flusberg et al. (2009) were used to characterize communication profiles of toddlers with autism spectrum disorders and to investigate if there were differences in variables hypothesized to influence language development at different benchmark levels. Method The communication abilities of a large sample of toddlers with autism spectrum disorders (N = 105) were characterized in terms of spoken language benchmarks. The toddlers were grouped according to these benchmarks to investigate whether there were differences in selected variables across benchmark groups at a mean age of 2.5 years. Results The majority of children in the sample presented with uneven communication profiles with relative strengths in phonology and significant weaknesses in pragmatics. When children were grouped according to one expressive language domain, across-group differences were observed in response to joint attention and gestures but not cognition or restricted and repetitive behaviors. Conclusion The spoken language benchmarks are useful for characterizing early communication profiles and investigating features that influence expressive language growth. PMID:26254475
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Pruszewicz, Antoni; Wiskirska-Woźnica, Bożena; Wojnowski, Waldemar; Czerniejewska, Hanna; Jackowska, Joanna; Jarmuż, Małgorzata; Szyfter, Krzysztof; Leszczyńska, Małgorzata
2014-01-01
Patient: Female, 6 Final Diagnosis: Phenotype-genotype discordance in congenital malformations with communication disorders resembling trisomy 18 (Edwards syndrome) Symptoms: — Medication: — Clinical Procedure: — Specialty: Otolaryngology Objective: Congenital defects Background: Communication process disorders are very frequent in rare cases of chromosomal aberrations (deletions, insertions, and trisomies) such as Down syndrome (trisomy 21), Turner syndrome, Edwards syndrome (trisomy 18), or Patau syndrome (trisomy 13). Sometimes phenotype may delusively correspond to the characteristic features of a given syndrome, but genotype tests do not confirm its presence. Case Report: We present the case of a 6-year-old girl admitted to the Clinic of Phoniatrics and Audiology for the assessment of communication in the course of congenital malformations with phenotype characteristic for trisomy 18 (Edwards syndrome). Immediately upon birth, dysmorphic changes suggesting trisomy 18 (Edwards syndrome) were observed, but trisomy 18 was excluded after karyotype test results were normal (46, XX). Conclusions: Disturbed articulation was diagnosed: deformed linguo-dental and palatal sounds, interdental realization with flat tongue of the /s/, /z/, /c/, /dz/, /ś/, /ź/, /ć/, /dz/ sounds (sigmatismus interdentalis). Hearing loss was confirmed. PMID:24478819
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Branley, Dawn B; Covey, Judith
2017-01-01
Objectives: To compare how people communicate about eating disorders on two popular social media platforms - Twitter and Tumblr. Materials and Methods: Thematic analysis was conducted to characterize the types of communications posted, and a content analysis was undertaken of between-platform differences. Results: Three types of content (pro-ana, anti-ana, and pro-recovery) were posted on each platform. Overall, across both platforms, extreme pro-ana posts were in the minority compared to anti-ana and pro-recovery. Pro-ana posts (including 'thinspiration') were more common on Twitter than Tumblr, whereas anti-ana and pro-recovery posts were more common on Tumblr. Conclusion: The findings have implications for future research and health care relating to the treatment and prevention of eating disorders. Developers of future interventions targeting negative pro-ana content should remain aware of the need to avoid any detrimental impact on positive online support.
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DSH abstract: coverage of the world communicative disorders literature.
Seaton, W H; Williams, D M
1982-06-01
The percentage of journal articles covered by dsh Abstracts and the time it took these articles to appear as abstracts in this secondary publication were analyzed. Articles were obtained from nineteen communicative disorders journals every other year for the years from 1968 to 1976. Then the author index of dsh Abstracts was searched each year for up to five years following journal publication to determine whether each article was included in this abstracting service's coverage of the world literature. Of the 5548 articles included in the study, 3270 (59%) were covered by this abstracting service within a mean time of 9 months; however, time lag and coverage varied considerably for individual journals on a year by year basis. It was concluded that for historical searches and current awareness needs this secondary publication may not be meeting the information needs of communicative disorders specialists.
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Park, YoungJoon; Won, SeongSik; Nam, Min; Chung, Joo-Ho; Kwack, KyuBum
2014-12-01
Expression levels of monoamine oxidase A (MAOA), the enzyme that related to monoamine neurotransmitters metabolism such as serotonin, are related to schizophrenia and autism spectrum disorder. Forkhead box protein P2 (FOXP2), a transcription factor, is associated with abnormal language development and is expressed in several areas of the central nervous system in response to serotonin. For this reason, we undertook interaction analysis between MAOA and FOXP2 in autism spectrum disorder, including testing the verbal communication score of the childhood autism rating scale. In interaction analysis, the FOXP2-TCGC (rs12531289-rs1350135-rs10230087-rs2061183) diplotype and MAOA-TCG (rs6323-rs1801291-rs3027407) haplotype were significantly associated with autism spectrum disorder in males. However, when the interaction term was omitted, neither MAOA nor FOXP2 was associated with autism spectrum disorder or verbal communication. These results indicate that language and speech ability is affected by an interaction between FOXP2 and MAOA, but not by either gene separately. © The Author(s) 2013.
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Moreton, Adam; Imran, Shermin
2015-01-01
This case report describes the co-occurrence of a psychiatric disorder with a specific communication disorder in a teenage girl who presented to youth mental health services in crisis, posing a significant risk of harm to herself and others. Description of this case would be of interest to practitioners in youth mental health in relation to the assessment and treatment of young people with similar difficulties. We present the case of a 17-year-old girl previously admitted to an inpatient adolescent unit. Her diagnosis was reformulated 4 months into her second admission to include a specific communication disorder with both receptive and expressive difficulties, evident from her pragmatic use of language. She was started on risperidone in month eight; following this, a significant improvement was seen and the patient was discharged a month later. Prior to the start of risperidone, a referral had been made to low secure adolescent services for further assessment and advice on management, due to the patient's challenging presentation and poor engagement with treatment. PMID:26607198
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[Voxel-Based Morphometry in Autism Spectrum Disorder].
Yamasue, Hidenori
2017-05-01
Autism spectrum disorder shows deficits in social communication and interaction including nonverbal communicative behaviors (e.g., eye contact, gestures, voice prosody, and facial expressions) and restricted and repetitive behaviors as its core symptoms. These core symptoms are emerged as an atypical behavioral development in toddlers with the disorder. Atypical neural development is considered to be a neural underpinning of such behaviorally atypical development. A number of studies using voxel-based morphometry have already been conducted to compare regional brain volumes between individuals with autism spectrum disorder and those with typical development. Furthermore, more than ten papers employing meta-analyses of the comparisons using voxel based morphometry between individuals with autism spectrum disorder and those with typical development have already been published. The current review paper adds some brief discussions about potential factors contributing to the inconsistency observed in the previous findings such as difficulty in controlling the confounding effects of different developmental phases among study participants.
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Expressive language disorder - developmental
If you are concerned about a child's language development, have the child tested. ... Philadelphia, PA: Elsevier; 2012:chap 45. Simms MD. Language development and communication disorders. In: Kliegman RM, Stanton BF, ...
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Grossman, Michael; Peskin, Joan; San Juan, Valerie
2013-10-01
A critical component of effective communication is the ability to consider the knowledge state of one's audience, yet individuals with autism spectrum disorders (ASD) have difficulty representing the mental states of others. In the present study, youth with high-functioning ASD were trained to consider their reader's knowledge states in their compositions using a novel computer-based task. After two training trials, participants who received visual feedback from a confederate demonstrated significantly greater communicative clarity on the training measure compared to a control group. The improvements from training transferred to similar and very different tasks, and were maintained approximately 6 weeks post-intervention. These results provide support for the sustained efficacy of a rapid and motivating communication intervention for youth with high-functioning ASD.
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Neurogenic Language Disorders in Children. International Association of Logopedics and Phoniatrics
ERIC Educational Resources Information Center
Fabbro, Franco, Ed.
2004-01-01
Language disorders in children are one of the most frequent causes of difficulties in communication, social interaction, learning and academic achievement. It has been estimated that over 5% of children present with some kind of language disorder. This volume illustrates the state of the art in neurogenic language disorders in children. The most…
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Multilingual Aspects of Speech Sound Disorders in Children. Communication Disorders across Languages
ERIC Educational Resources Information Center
McLeod, Sharynne; Goldstein, Brian
2012-01-01
Multilingual Aspects of Speech Sound Disorders in Children explores both multilingual and multicultural aspects of children with speech sound disorders. The 30 chapters have been written by 44 authors from 16 different countries about 112 languages and dialects. The book is designed to translate research into clinical practice. It is divided into…
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Javelot, Hervé; Spadazzi, Anne; Weiner, Luisa; Garcia, Sonia; Gentili, Claudio; Kosel, Markus; Bertschy, Gilles
2014-01-01
This paper reviews what we know about prediction in relation to mood disorders from the perspective of clinical, biological, and physiological markers. It then also presents how information and communication technologies have developed in the field of mood disorders, from the first steps, for example, the transition from paper and pencil to more sophisticated methods, to the development of ecological momentary assessment methods and, more recently, wearable systems. These recent developments have paved the way for the use of integrative approaches capable of assessing multiple variables. The PSYCHE project stands for Personalised monitoring SYstems for Care in mental HEalth. PMID:25050321
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Javelot, Hervé; Spadazzi, Anne; Weiner, Luisa; Garcia, Sonia; Gentili, Claudio; Kosel, Markus; Bertschy, Gilles
2014-01-01
This paper reviews what we know about prediction in relation to mood disorders from the perspective of clinical, biological, and physiological markers. It then also presents how information and communication technologies have developed in the field of mood disorders, from the first steps, for example, the transition from paper and pencil to more sophisticated methods, to the development of ecological momentary assessment methods and, more recently, wearable systems. These recent developments have paved the way for the use of integrative approaches capable of assessing multiple variables. The PSYCHE project stands for Personalised monitoring SYstems for Care in mental HEalth.
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... Current Issue Past Issues Special Section: Focus on Communication Can Baby Hear? Past Issues / Fall 2008 Table ... to the National Institute on Deafness and Other Communication Disorders (NIDCD). Prior to this, the average age ...
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Using Link Disconnection Entropy Disorder to Detect Fast Moving Nodes in MANETs.
Alvarez, Carlos F; Palafox, Luis E; Aguilar, Leocundo; Sanchez, Mauricio A; Martinez, Luis G
2016-01-01
Mobile ad-hoc networks (MANETs) are dynamic by nature; this dynamism comes from node mobility, traffic congestion, and other transmission conditions. Metrics to evaluate the effects of those conditions shine a light on node's behavior in an ad-hoc network, helping to identify the node or nodes with better conditions of connection. In this paper, we propose a relative index to evaluate a single node reliability, based on the link disconnection entropy disorder using neighboring nodes as reference. Link disconnection entropy disorder is best used to identify fast moving nodes or nodes with unstable communications, this without the need of specialized sensors such as GPS. Several scenarios were studied to verify the index, measuring the effects of Speed and traffic density on the link disconnection entropy disorder. Packet delivery ratio is associated to the metric detecting a strong relationship, enabling the use of the link disconnection entropy disorder to evaluate the stability of a node to communicate with other nodes. To expand the utilization of the link entropy disorder, we identified nodes with higher speeds in network simulations just by using the link entropy disorder.
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Teaching Children with Autism to Ask "What's That?" Using a Picture Communication with Vocal Results
ERIC Educational Resources Information Center
Ostryn, Cheryl; Wolfe, Pamela S.
2011-01-01
Being a competent communicator is complex and goes beyond expressing simple needs and wants to include having the ability to ask and respond to wh-questions. For individuals with autism spectrum disorders who use pictures to communicate, initiating communications such as questions can be difficult and it has been shown that some picture systems do…
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The Effect of a Therapy Dog on the Communication Skills of an Adult with Aphasia
ERIC Educational Resources Information Center
LaFrance, Caroline; Garcia, Linda J.; Labreche, Julianne
2007-01-01
Little evidence-based research has been published within the field of communication disorders on the role of dogs as catalysts for human communication. This single participant study, a point of entry into this realm of research, explores the effects of a therapy dog on the communication skills of a patient with aphasia receiving intensive speech…
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ERIC Educational Resources Information Center
Alvarez, Shanna L.
2013-01-01
Social communication impairment is one of the key diagnostic features of ASD, with communication deficits being the earliest symptom reported by most parents of children with ASD (Filipek et al., 1999; Landa & Garrett-Meyer, 2006). From differences in babble (Trevarthen & Daniel, 2005; Yirmiya, et al., 2006) and gesture inventories (Landa…
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Functional abilities in children and adults with the CDKL5 disorder.
Fehr, Stephanie; Downs, Jenny; Ho, Gladys; de Klerk, Nick; Forbes, David; Christodoulou, John; Williams, Simon; Leonard, Helen
2016-11-01
Functional abilities in the CDKL5 disorder have been described as severely impaired, yet some individuals are able to run and use phrases for speech. Our study investigated gross motor, hand function, and expressive communication abilities in individuals with the CDKL5 disorder. Data for 108 females and 16 males registered with the International CDKL5 disorder database and with a pathogenic CDKL5 mutation were analyzed. Relationships between functional abilities, age, genotype, and gender were analyzed using regression models. Over half of the females could sit on the floor and nearly a quarter could walk 10 steps. Fewer males could complete these tasks although one boy was able to sit, walk, and run. Most females and few males were able to pick up a large object. Females mostly used gestures to communicate while males mostly used other forms of non-verbal communication. Compared to those with no functional CDKL5 protein, individuals with truncating variants after aa 781 were more likely to be able to stand (OR 5.7, 95%CI 1.2, 26.6) or walk independently (4.3, 95%CI 0.9, 20.5), and use more advanced communication methods such as words (OR 6.1, 95%CI 1.5-24.2). Although abilities were markedly impaired for the majority with the CDKL5 disorder, some females and a few males had better functional abilities. This variability may be related to underlying gene variants, with females with a late truncating variant having better levels of ability than those with no functional protein. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.
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Darr, A; Small, N; Ahmad, W I U; Atkin, K; Corry, P; Modell, B
2016-01-01
Currently, there is no consensus regarding services required to help families with consanguineous marriages manage their increased genetic reproductive risk. Genetic services for communities with a preference for consanguineous marriage in the UK remain patchy, often poor. Receiving two disparate explanations of the cause of recessive disorders (cousin marriage and recessive inheritance) leads to confusion among families. Further, the realisation that couples in non-consanguineous relationships have affected children leads to mistrust of professional advice. British Pakistani families at-risk for recessive disorders lack an understanding of recessive disorders and their inheritance. Such an understanding is empowering and can be shared within the extended family to enable informed choice. In a three-site qualitative study of British Pakistanis, we explored family and health professional perspectives on recessively inherited conditions. Our findings suggest, firstly, that family networks hold strong potential for cascading genetic information, making the adoption of a family-centred approach an efficient strategy for this community. However, this is dependent on provision of high-quality and timely information from health care providers. Secondly, families' experience was of ill-coordinated and time-starved services, with few having access to specialist provision from Regional Genetics Services; these perspectives were consistent with health professionals' views of services. Thirdly, we confirm previous findings that genetic information is difficult to communicate and comprehend, further complicated by the need to communicate the relationship between cousin marriage and recessive disorders. A communication tool we developed and piloted is described and offered as a useful resource for communicating complex genetic information.
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Validity of the Autism Spectrum Disorder-Comorbid for Children (ASD-CC)
ERIC Educational Resources Information Center
Matson, Johnny L.; LoVullo, Santino V.; Rivet, Tessa T.; Boisjoli, Jessica A.
2009-01-01
A limited number of studies currently exist focusing on comorbid psychopathology of children with autism spectrum disorders (ASDs). Due to the heterogeneity of ASD symptoms, communication deficits, and impairments in intellectual functioning, assessing symptoms of psychopathology is complicated. The "Autism Spectrum Disorders-Comorbidity for…
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Teaching Social Studies to High School Students with Learning Problems
ERIC Educational Resources Information Center
Steele, Marcee M.
2007-01-01
Because of recent legislation, many students with mild disabilities enroll in high school social studies courses in general education rather than special education settings. Therefore, teachers may have students with learning disabilities, behavioral disorders, communication disorders, and attention deficit/hyperactivity disorder in their history,…
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A Program of Behavioral Objectives for the Students.
ERIC Educational Resources Information Center
McDowell, Thomas, Comp.; Sharbaugh, Marilyn, Comp.
Provided is a program of behavioral objectives for use with speech handicapped preschool and elementary level children in the areas of articulation disorders, language disorders, stuttering, tongue thrust, and voice. Communication disorders are defined as substandard behaviors which interfere with the student's ability to perform acceptably for…
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... causes episodes of severe abdominal pain. Doctor-Patient Communication Doctors often consider SOD in patients who experience ... with a long-term digestive disorder. Doctor–Patient Communication How to Help Your Doctor Help You How ...
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Functional Communication Training in Children with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Battaglia, Dana
2017-01-01
This article explicitly addresses the correlation between communication and behavior, and describes how to provide intervention addressing these two overlapping domains using an intervention called functional communication training (FCT; E. G. Carr & Durand, 1985) in individuals with ASD. A step-by-step process is outlined with supporting…
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ERIC Educational Resources Information Center
Barnes, Clarissa S.; Dunning, Johnna L.; Rehfeldt, Ruth Anne
2011-01-01
The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism spectrum disorders who experience severe language delays (Frost & Bondy, 2002). Few empirical investigations have evaluated strategies for training direct care staff how to effectively implement PECS with…
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Di Rezze, Briano; Rosenbaum, Peter; Zwaigenbaum, Lonnie; Hidecker, Mary Jo Cooley; Stratford, Paul; Cousins, Martha; Camden, Chantal; Law, Mary
2016-09-01
Impairments in social communication are the hallmark of autism spectrum disorder (ASD). Operationalizing 'severity' in ASD has been challenging; thus, stratifying by functioning has not been possible. The purpose of this study is to describe the development of the Autism Classification System of Functioning: Social Communication (ACSF:SC) and to evaluate its consistency within and between parent and professional ratings. (1) ACSF:SC development based on focus groups and surveys involving parents, educators, and clinicians familiar with preschoolers with ASD; and (2) evaluation of the intra- and interrater agreement of the ACSF:SC using weighted kappa (кw ). Seventy-six participants were involved in the development process. Core characteristics of social communication were ascertained: communicative intent; communicative skills and reciprocity; and impact of environment. Five ACSF:SC levels were created and content-validated across participants. Best capacity and typical performance agreement ratings varied as follows: intrarater agreement on 41 children was кw =0.61 to 0.69 for parents, and кw =0.71 to 0.95 for professionals; interrater agreement between professionals was кw =0.47 to 0.61, and between parents and professionals was кw =0.33 to 0.53. Perspectives from parents and professionals informed ACSF:SC development, providing common descriptions of the levels of everyday communicative abilities of children with ASD to complement the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Rater agreement demonstrates that the ACSF:SC can be used with acceptable consistency compared with other functional classification systems. © 2016 Mac Keith Press.
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Voytek, Bradley; Knight, Robert T
2015-06-15
Perception, cognition, and social interaction depend upon coordinated neural activity. This coordination operates within noisy, overlapping, and distributed neural networks operating at multiple timescales. These networks are built upon a structural scaffolding with intrinsic neuroplasticity that changes with development, aging, disease, and personal experience. In this article, we begin from the perspective that successful interregional communication relies upon the transient synchronization between distinct low-frequency (<80 Hz) oscillations, allowing for brief windows of communication via phase-coordinated local neuronal spiking. From this, we construct a theoretical framework for dynamic network communication, arguing that these networks reflect a balance between oscillatory coupling and local population spiking activity and that these two levels of activity interact. We theorize that when oscillatory coupling is too strong, spike timing within the local neuronal population becomes too synchronous; when oscillatory coupling is too weak, spike timing is too disorganized. Each results in specific disruptions to neural communication. These alterations in communication dynamics may underlie cognitive changes associated with healthy development and aging, in addition to neurological and psychiatric disorders. A number of neurological and psychiatric disorders-including Parkinson's disease, autism, depression, schizophrenia, and anxiety-are associated with abnormalities in oscillatory activity. Although aging, psychiatric and neurological disease, and experience differ in the biological changes to structural gray or white matter, neurotransmission, and gene expression, our framework suggests that any resultant cognitive and behavioral changes in normal or disordered states or their treatment are a product of how these physical processes affect dynamic network communication. Copyright © 2015 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.
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Frankoff, Denise J; Hatfield, Brooke
2011-01-01
Research indicates that augmentative and alternative communication (AAC) approaches can be used effectively by patients and their caregivers to improve communication skills. This article highlights strategies and tools for re-establishing communication competence by considering the complexity and diversity of communication interactions in an effort to maximize natural speech and language skills via a range of technologies that are implemented across the continuum of care rather than as a last resort.
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ERIC Educational Resources Information Center
Tkach, Jean A.; Chen, Xu; Freebairn, Lisa A.; Schmithorst, Vincent J.; Holland, Scott K.; Lewis, Barbara A.
2011-01-01
Speech sound disorders (SSD) are the largest group of communication disorders observed in children. One explanation for these disorders is that children with SSD fail to form stable phonological representations when acquiring the speech sound system of their language due to poor phonological memory (PM). The goal of this study was to examine PM in…
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ERIC Educational Resources Information Center
Dawes, Piers; Bishop, Dorothy
2009-01-01
Background: Auditory Processing Disorder (APD) does not feature in mainstream diagnostic classifications such as the "Diagnostic and Statistical Manual of Mental Disorders, 4th Edition" (DSM-IV), but is frequently diagnosed in the United States, Australia and New Zealand, and is becoming more frequently diagnosed in the United Kingdom. Aims: To…
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Three-Item Direct Observation Screen (TIDOS) for Autism Spectrum Disorder
ERIC Educational Resources Information Center
Oner, Pinar; Oner, Ozgur; Munir, Kerim
2014-01-01
We compared ratings on the Three-Item Direct Observation Screen test for autism spectrum disorders completed by pediatric residents with the Social Communication Questionnaire parent reports as an augmentative tool for improving autism spectrum disorder screening performance. We examined three groups of children (18-60 months) comparable in age…
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ERIC Educational Resources Information Center
Redmond, Sean M.; Ash, Andrea C.; Hogan, Tiffany P.
2015-01-01
Purpose: Co-occurring attention-deficit/hyperactivity disorder (ADHD) and communication disorders represent a frequently encountered challenge for school-based practitioners. The purpose of the present study was to examine in more detail the clinical phenomenology of co-occurring ADHD and language impairments (LIs). Method: Measures of nonword…
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Explicit versus Implicit Social Cognition Testing in Autism Spectrum Disorder
ERIC Educational Resources Information Center
Callenmark, Björn; Kjellin, Lars; Rönnqvist, Louise; Bölte, Sven
2014-01-01
Although autism spectrum disorder is defined by reciprocal social-communication impairments, several studies have found no evidence for altered social cognition test performance. This study examined explicit (i.e. prompted) and implicit (i.e. spontaneous) variants of social cognition testing in autism spectrum disorder. A sample of 19 adolescents…
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ERIC Educational Resources Information Center
Sanders, Jane; Johnson, Katherine A.; Garavan, Hugh; Gill, Michael; Gallagher, Louise
2008-01-01
Autistic spectrum disorders (ASD) are devastating neurodevelopmental disorders of unknown aetiology with characteristic deficits in social interaction, communication and behaviour. Individuals with ASD show deficits in executive function (EF), which are hypothesised to underlie core repetitive, stereotyped behaviours of autism. Neuroimaging…
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Self Representation in Children with and without Autism Spectrum Disorders
ERIC Educational Resources Information Center
Carmody, Dennis P.; Lewis, Michael
2012-01-01
In order to examine the roles of mental age, social interaction, and communication in self-representation abilities, typically-developing children were compared with children with Autism Spectrum Disorders. Typically-developing children (TD, n = 66) and children with Autism Spectrum Disorders (ASD, n = 20), including subgroups of autistic disorder…
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HEARING, LANGUAGE, AND SPEECH DISORDERS. NINDB RESEARCH PROFILE NUMBER 4.
ERIC Educational Resources Information Center
National Inst. of Neurological Diseases and Blindness (NIH), Bethesda, MD.
AS PART OF HIS ANNUAL STATEMENT TO CONGRESS, THE DIRECTOR OF THE NATIONAL INSTITUTE OF NEUROLOGICAL DISEASES AND BLINDNESS DESCRIBES RESEARCH ACTIVITIES IN SPEECH AND HEARING DISORDERS. THIS REPORT SUMMARIZES INFORMATION CONCERNING THE PREVALENCE AND CAUSES OF COMMUNICATIVE DISORDERS (HEARING, SPEECH, LANGUAGE, VOICE, AND READING) IN CHILDREN AND…
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Deafness and Autistic Spectrum Disorders
ERIC Educational Resources Information Center
Vernon, McCay; Rhodes, Anthony
2009-01-01
An orientation to autistic spectrum disorders (ASD), also known as autism, is provided, and the specific syndrome of autism and deafness is addressed. The two conditions have in common a major problem: communication. Case histories are provided, the development of treatment for autism is discussed, and the separate disorders that make up ASD are…
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Video Self-Modeling as an Intervention Strategy for Individuals with Autism Spectrum Disorders
ERIC Educational Resources Information Center
Gelbar, Nicholas W.; Anderson, Candace; McCarthy, Scott; Buggey, Tom
2012-01-01
Video self-modeling demonstrates promise as an intervention strategy to improve outcomes in individuals with autism spectrum disorders. This article summarizes the empirical evidence supporting the use of video self-modeling with individuals with autism spectrum disorders to increase language and communication, increase social skills, modify…
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Mental and Behavioral Disorders among People with Congenital Deafblindness
ERIC Educational Resources Information Center
Dammeyer, Jesper
2011-01-01
The population of people with congenital deafblindness faces challenges concerning communication and mobility. Due to the significance of the sensory loss it is difficult to diagnose mental and behavioral disorders. This article investigates the prevalence of mental and behavioral disorders among 95 congenitally deafblind adults. Seventy-four…
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Targeted Treatments in Autism and Fragile X Syndrome
ERIC Educational Resources Information Center
Gurkan, C. Kagan; Hagerman, Randi J.
2012-01-01
Autism is a neurodevelopmental disorder consisting of a constellation of symptoms that sometimes occur as part of a complex disorder characterized by impairments in social interaction, communication and behavioral domains. It is a highly disabling disorder and there is a need for treatment targeting the core symptoms. Although autism is accepted…
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ERIC Educational Resources Information Center
McCleery, Joseph P.; Ceponiene, Rita; Burner, Karen M.; Townsend, Jeanne; Kinnear, Mikaela; Schreibman, Laura
2010-01-01
Background: Autism is a pervasive developmental disorder characterized by deficits in social-emotional, social-communicative, and language skills. Behavioral and neuroimaging studies have found that children with autism spectrum disorders (ASD) evidence abnormalities in semantic processing, with particular difficulties in verbal comprehension.…
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The Relationship between Psychopathology and Speech and Language Disorders in Neurologic Patients.
ERIC Educational Resources Information Center
Sapir, Shimon; Aronson, Arnold E.
1990-01-01
This paper reviews findings that suggest a causal relationship between depression, anxiety, or conversion reaction and voice, speech, and language disorders in neurologic patients. The paper emphasizes the need to consider the psychosocial and psychopathological aspects of neurologic communicative disorders, the link between emotional and…
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Thiemann-Bourque, Kathy S; McGuff, Sara; Goldstein, Howard
2017-09-18
This study examined effects of a peer-mediated intervention that provided training on the use of a speech-generating device for preschoolers with severe autism spectrum disorder (ASD) and peer partners. Effects were examined using a multiple probe design across 3 children with ASD and limited to no verbal skills. Three peers without disabilities were taught to Stay, Play, and Talk using a GoTalk 4+ (Attainment Company) and were then paired up with a classmate with ASD in classroom social activities. Measures included rates of communication acts, communication mode and function, reciprocity, and engagement with peers. Following peer training, intervention effects were replicated across 3 peers, who all demonstrated an increased level and upward trend in communication acts to their classmates with ASD. Outcomes also revealed moderate intervention effects and increased levels of peer-directed communication for 3 children with ASD in classroom centers. Additional analyses revealed higher rates of communication in the added context of preferred toys and snack. The children with ASD also demonstrated improved communication reciprocity and peer engagement. Results provide preliminary evidence on the benefits of combining peer-mediated and speech-generating device interventions to improve children's communication. Furthermore, it appears that preferred contexts are likely to facilitate greater communication and social engagement with peers.
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Flippin, Michelle; Reszka, Stephanie; Watson, Linda R
2010-05-01
The Picture Exchange Communication System (PECS) is a popular communication-training program for young children with autism spectrum disorders (ASD). This meta-analysis reviews the current empirical evidence for PECS in affecting communication and speech outcomes for children with ASD. A systematic review of the literature on PECS written between 1994 and June 2009 was conducted. Quality of scientific rigor was assessed and used as an inclusion criterion in computation of effect sizes. Effect sizes were aggregated separately for single-subject and group studies for communication and speech outcomes. Eight single-subject experiments (18 participants) and 3 group studies (95 PECS participants, 65 in other intervention/control) were included. Results indicated that PECS is a promising but not yet established evidence-based intervention for facilitating communication in children with ASD ages 1-11 years. Small to moderate gains in communication were demonstrated following training. Gains in speech were small to negative. This meta-analysis synthesizes gains in communication and relative lack of gains made in speech across the PECS literature for children with ASD. Concerns about maintenance and generalization are identified. Emerging evidence of potential preintervention child characteristics is discussed. Phase IV was identified as a possibly influential program characteristic for speech outcomes.
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... show all behaviors, but most will show several. Social communication / interaction behaviors may include: Making little or inconsistent eye ... The expert will ask about concerns, such as: Social interaction and communication challenges Sensory issues Repetitive behaviors Restricted ...
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... Information National Institute of Mental Health Office of Science Policy, Planning, and Communications Science Writing, Press, and Dissemination ... Mail: National Institute of Mental Health Office of Science Policy, Planning, and Communications 6001 Executive Boulevard, Room 6200, ...
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... become unhealthy or die, communication between your nervous system and muscles breaks down. As a result, your muscles weaken ... Amyotrophic lateral sclerosis Multiple sclerosis Myasthenia ... your genes. Sometimes, an immune system disorder can cause them. Most of them have ...
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[Hypnotic communication and hypnosis in clinical practice].
Wehrli, Hans
2014-07-02
In addition to usual medical care it is often critical to consider the patient's inner world in order to sensitively differentiate between harmful and helpful suggestive elements. The respective abilities in terms of hypnotic communication can be easily learned. Confident, empathic attention and a calm, understanding and figurative language narrowing the focus on positive emotions and positive change, which have been shown to improve the patient's chances of healing, are of particular importance. Proper clinical hypnosis goes one step further: it makes explicit use of suggestions, trance, and trance phenomena. The major clinical indications for hypnosis include psychosomatic disorders, anxiety disorders, obsessive-compulsive disorders, depression, and pain syndromes. Hypnosis can also be employed as an adjunct for surgical therapy.
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O'Mahony, Sean; Gerhart, James I; Grosse, Johanna; Abrams, Ira; Levy, Mitchell M
2016-02-01
Vicarious exposure to trauma is ubiquitous in palliative medicine. Repeated exposure to trauma may contribute to compassion fatigue and posttraumatic stress disorder symptoms in medical and supportive care professionals such as physicians, nurses, and social workers. These symptoms may be intensified among medical and supportive care professionals who use avoidant or rigid coping strategies. This study aimed to provide an estimate of posttraumatic stress disorder symptoms in a sample of professionals who work in palliative care settings, and have already been enrolled in mindfulness-based communication training. Palliative care providers provided self-reported ratings of posttraumatic stress disorder symptoms, depression, and coping strategies using validated measures including the Acceptance and Action Questionnaire, Cognitive Fusion Questionnaire, and the Posttraumatic Stress Disorder Checklist-Civilian Version. A total of 21 professionals working with palliative care patients completed assessments prior to beginning mindfulness-based communication training. Posttraumatic stress disorder symptoms were prevalent in this sample of professionals; 42% indicated positive screens for significant posttraumatic stress disorder symptoms, and 33% indicated probable posttraumatic stress disorder diagnosis. Posttraumatic stress disorder symptoms may be common among professionals working in palliative medicine. Professionals prone to avoidant coping and those with more rigid negative thought processes may be at higher risk for posttraumatic stress disorder symptoms. © The Author(s) 2015.
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ERIC Educational Resources Information Center
Mires, Carolyn B.
2015-01-01
Using a multiple case study methodology, interviews were conducted to examine current practices and perceptions of the communication practices of teachers working with high school students with emotional and behavioral disorders (EBD). These interviews involved questions about general communication instances which occurred each week, communication…
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Communicative Acts of a Child with Rubinstein-Taybi Syndrome during Early Communicative Development
ERIC Educational Resources Information Center
Carvey, Jayme S.; Bernhardt, B. May
2009-01-01
Rubinstein-Taybi syndrome (RTS) is a rare genetic developmental disorder that often shows associated language delay. However, literature on language development in RTS is very limited, particularly for the period of early communicative development, when standardized testing can be minimally informative. The purpose of the current study was to…
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ERIC Educational Resources Information Center
Wilkinson, Krista M.; McIlvane, William J.
2013-01-01
Augmentative and alternative communication (AAC) systems often supplement oral communication for individuals with intellectual and communication disabilities. Research with preschoolers without disabilities has demonstrated that two visual--perceptual factors influence speed and/or accuracy of finding a target: the internal color and spatial…
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ERIC Educational Resources Information Center
Tincani, Matt; Devis, Kathryn
2011-01-01
The "Picture Exchange Communication System" (PECS) has emerged as the augmentative communication intervention of choice for individuals with autism spectrum disorder (ASD), with a supporting body of single-participant studies. This report describes a meta-analysis of 16 single-participant studies on PECS with percentage of nonoverlapping data…
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ERIC Educational Resources Information Center
McConkey, Roy; Truesdale-Kennedy, Maria; Crawford, Heather; McGreevy, Elaine; Reavey, Michaela; Cassidy, Arlene
2010-01-01
The complexities that practitioners face in evaluating interventions are illustrated in this article. An early intervention programme (known as Keyhole), based mainly around Treatment and Education of Autistic and related Communications handicapped CHildren (TEACCH), Picture Exchange Communication System (PECS) and Hanen approaches, was delivered…
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A Picture's Worth: PECS and Other Visual Communication Strategies in Autism. Topics in Autism.
ERIC Educational Resources Information Center
Bondy, Andy; Frost, Lori
This book is intended to help parents and professionals understand the communication difficulties of children and adults who do not speak, including those with autism spectrum disorders. The first four chapters describe typical characteristics of nonverbal individuals and offer examples of the authors' approach to communication and the…
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ERIC Educational Resources Information Center
Jones, Felita
2017-01-01
Purpose. This quantitative study examined parent perceptions regarding augmentative and alternative communication (AAC) interventions for their children with autism to determine if, according to parent perceptions, a relationship existed between AAC and functional communication. Those faced with cognitive and developmental delays like autism face…
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Konstantyner, Tulio; Konstantyner, Thais Cláudia Roma de Oliveira; Toloni, Maysa Helena Aguiar; Longo-Silva, Giovana; Taddei, José Augusto de Aguiar Carrazedo
2017-03-01
In Brazil, although many children from low income families attend day care centers with appropriate hygiene practices and food programs, they have nutritional disorders and communicable diseases. This quantitative and qualitative cross-sectional study identified staff challenges in child day care centers and suggested alternative activity management to prevent nutritional disorders and communicable diseases. The study included 71 nursery teachers and 270 children from public and philanthropic day care centers (teacher to child ratios of 1:2.57 and 1:6.40, respectively). Interviews and focus groups were conducted with teachers and parents, and anthropometry and blood samples were drawn from the children by digital puncture. Children in philanthropic child day care centers were more likely to be hospitalized due to communicable diseases. Teachers from philanthropic child day care centers had lower age, income and education and higher work responsibilities based on the number of children and working time. The focus groups characterized institutions with organized routines, standard food practices, difficulties with caretaking, and lack of training to provide healthcare to children. Strategies to improve children's health in day care settings should focus on training of teachers about healthcare and nutrition.
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Tanaka, Sanae; Oi, Manabu; Fujino, Hiroshi; Kikuchi, Mitsuru; Yoshimura, Yuko; Miura, Yui; Tsujii, Masatsugu; Ohoka, Harue
2017-01-01
Some overlap has been suggested among the subtypes of autism spectrum disorder (ASD) in children. The Japanese version of the Children's Communication Checklist-2 (CCC-2) is a useful measure for identifying profiles in relation to communication impairments in children with ASD. The aim of this study was to investigate whether the CCC-2 could identify subtypes in relation to communication impairments in Japanese children with ASD. The study participants were 113 children with ASD but without intellectual disabilities aged 3-12 years. Parents were given the Japanese version of the CCC-2 and asked to rate their children, who were then classified into two groups based on statistical analysis. Significant differences were found between clusters in mean CCC-2 subscales. These results suggest that one subtype was associated with low language competence and strong characteristics of autism, while the other was associated with relatively high language competence and milder characteristics of autism.
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Baribeau, Danielle A; Anagnostou, Evdokia
2014-02-01
To review the published literature and registered clinical trials on pharmacologic interventions targeting social communication impairment in Autism Spectrum Disorder (ASD). A comprehensive search of several databases (PubMed, MEDLINE, PsycINFO, Clinical trials.gov) was conducted to identify pharmacologic agents that have been, or will be, tested as treatments for social communication impairment in individuals with ASD. Evidence from basic science research supporting rational drug discovery is surveyed. Data from animal models and early clinical trials suggest that novel and existing compounds, including N-methyl-D-aspartate (NMDA) modulators, γ-aminobutyric acid (GABA) agonists, metabotropic glutamate receptor (mGluR) antagonists and neuropeptides, may enhance social communication/function in ASD. Results from numerous Phase 2 and Phase 3 clinical trials are expected in the near future. Recent evidence suggests that social communication may be an appropriate target for pharmacologic manipulation. It is hoped that, in combination with behavioural interventions, novel therapeutics may soon be clinically available to help improve social outcomes.
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A Proposal of a Communication Medium between Patients with Facial Disorder and the Doctors
NASA Astrophysics Data System (ADS)
Ito, Kyoko; Kurose, Hiroyuki; Takami, Ai; Shirai, Masayuki; Shimizu, Ryosuke; Nishida, Shogo
There are diseases with the disorder in the face although human's face is an important body site with the social role. In this study, it is focused on “patient's facial expression” as a medium supporting communications between the patient with facial disorder and the doctor toward the satisfaction improvement to the patient's treatment on the medical treatment site. And, “expression to be expressed” and “difference between the expression actually expressed aiming at the expression to be expressed and the expression to be expressed” were selected as information transmitted through patient's expression. The design and development of an interface with the functions of an expression setting and an expression confirmation were carried out as an environmental setting for the patient to express selected information. Fourteen dentists in total who had the treatment experience of the facial disorder evaluated the possibility of the proposed interface as utility and a communication tool in the medical treatment site. The possibility of leading to the expression of the expectation for the patient's treatment was suggested as the results of the experiment, and concrete challenge points and the method for use in the medical treatment field were proposed.
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Rhythm as a Coordinating Device: Entrainment With Disordered Speech
Borrie, Stephanie A.; Liss, Julie M.
2014-01-01
Purpose The rhythmic entrainment (coordination) of behavior during human interaction is a powerful phenomenon, considered essential for successful communication, supporting social and emotional connection, and facilitating sense-making and information exchange. Disruption in entrainment likely occurs in conversations involving those with speech and language impairment, but its contribution to communication disorders has not been defined. As a first step to exploring this phenomenon in clinical populations, the present investigation examined the influence of disordered speech on the speech production properties of healthy interactants. Method Twenty-nine neurologically healthy interactants participated in a quasi-conversational paradigm, in which they read sentences (response) in response to hearing prerecorded sentences (exposure) from speakers with dysarthria (n = 4) and healthy controls (n = 4). Recordings of read sentences prior to the task were also collected (habitual). Results Findings revealed that interactants modified their speaking rate and pitch variation to align more closely with the disordered speech. Production shifts in these rhythmic properties, however, remained significantly different from corresponding properties in dysarthric speech. Conclusion Entrainment offers a new avenue for exploring speech and language impairment, addressing a communication process not currently explained by existing frameworks. This article offers direction for advancing this line of inquiry. PMID:24686410
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ERIC Educational Resources Information Center
Denmark, John C.
1971-01-01
Reviews 9 examples of "non-communicating children" whose probelms stem from: 1) intellectual impairment; 2) mental illness; 3) congenital verbal agnosia; 4) physical disease; or, 5) early profound deafness. (MB)
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Bipolar Disorder in Children and Teens
... health. National Institute of Mental Health Office of Science Policy, Planning, and Communications Science Writing, Press, and Dissemination ... Mail: National Institute of Mental Health Office of Science Policy, Planning, and Communications 6001 Executive Boulevard, Room 6200, ...
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ERIC Educational Resources Information Center
Øien, Roald; Eisemann, Martin R.
2016-01-01
Parents of children with Autism spectrum disorders often report elevated levels of stress, depression and anxiety compared to parents of children with other developmental disorders. The present study investigated experiences of mothers of children with autistic disorder, both boys and girls. The results show that mothers report problems related to…
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Creation of the TXP parenting questionnaire and study of its psychometric properties.
Benito, Ana; Calvo, Gema; Real-López, Matías; Gallego, María José; Francés, Sonia; Turbi, Ángel; Haro, Gonzalo
2018-01-15
Parenting is linked to conduct disorders (CD) and substance related disorders (SRD) in adolescents, but with differences according to cultural context. A questionnaire with two versions (parenting questionnaire TXP-A for adolescents and TXP-C for primary caregivers) was designed using the Delphi method to evaluate parenting practices related to CD and SRD in a Spanish population. It was validated in a community sample of 631 adolescents aged between 14 and 16 and their caregivers. Results suggest a 29-item TXP-A questionnaire with bifactorial structure: affection-communication and control-structure, with high internal (Cronbach’s alpha=0.89) and test-retest (intraclass correlation coefficient=0.94) reliabilities. Both factors are related to SRD (r=0.273, p<0.001) and with most of the psychopathological dimensions studied. The total score and affection-communication are related to dissocial disorder (t=3.259, p=0.001) and its severity (r=-0,119; p=0.003). Inter-observer reliability between adolescents and caregivers is low, in part because the 16-item TXP-C has a different bifactorial structure: affection-communication and prosocial values. TXP-C’s internal (Cronbach’s alpha=0.87) and test-retest (intraclass correlation coefficient=0.94) reliabilities are high. The total score and affection-communication were related to dissocial disorder (t=2.586; p=0.010) but TXP-C did not discriminate according to SRD. In conclusion, the TXP-A questionnaire for adolescents seems to be a reliable, valid and unbiased instrument that evaluates the perception of parenting practices, relating higher affection-communication and control-structure to less psychopathology and alcohol and drug use. TXP-C also seems to be reliable and unbiased, but shows less evidence of validity regarding substance use and psychopathology. .
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Palacios-Pérez, Aura T; Sierra-Torres, Carlos H
2014-01-01
Determining the prevalence of alterations in informal workers audition, respiratory and vocal functions and their association with certain risk factors in Popayan, Colombia. This was a descriptive, cross-sectional study of 186 informal workers (i.e. people selling things in the street). After signing an informed consent form, an interview was held to obtain data regarding sociodemographic and communicative variables. The workers were then evaluated using tests for tone audiometry, respiratory function and Wilson's voice profile. SPSS (v.19.0) was used for statistical analysis. Being older than 30 years of age (OR 5.84: 2.85-12.00 95%CI), having a poor educational level (2.81: 1.22-6.44 95%CI) and low socioeconomic status (4.54:1.89-10.91 95%CI) and prolonged working hours (2.64: 1.27-5.06 95%CI) were associated with auditive function disorders. Respiratory function disorders were associated with being female (1.83; 1.00-3.34 95%CI) and having prolonged working hours (2.04: 1.11-3.74 95%CI). Regarding vocal function, being over 30 years-old (3.36: 1.33-3.51 95%CI) and having a low educational level (3.67; 1.05-12.76 95%CI) were risk factors. Communicative factors related to auditive, respiratory and voice disorder were ear pain, hypertrophic tonsils, trauma, gastro-esophageal reflux, frequent cough, strong emotions and screaming. It is evident that alterations in informal workers' communicative system are associated with certain sociodemographic and communicative risk factors. This information provides a baseline for improving healthcare promotion and disease prevention strategies aimed at this population.
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Pinto, Rebecca; Rijsdijk, Fruhling; Ronald, Angelica; Asherson, Philip; Kuntsi, Jonna
2016-02-01
Attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorders (ASDs) frequently co-occur. However, due to previous exclusionary diagnostic criteria, little is known about the underlying causes of this covariation. Twin studies assessing ADHD symptoms and autistic-like traits (ALTs) suggest substantial genetic overlap, but have largely failed to take into account the genetic heterogeneity of symptom subscales. This study aimed to clarify the phenotypic and genetic relations between ADHD and ASD by distinguishing between symptom subscales that characterise the two disorders. Moreover, we aimed to investigate whether ADHD-related cognitive impairments show a relationship with ALT symptom subscales; and whether potential shared cognitive impairments underlie the genetic risk shared between the ADHD and ALT symptoms. Multivariate structural equation modelling was conducted on a population-based sample of 1312 twins aged 7-10. Social-communication ALTs correlated moderately with both ADHD symptom domains (phenotypic correlations around 0.30) and showed substantial genetic overlap with both inattention and hyperactivity-impulsivity (genetic correlation = 0.52 and 0.44, respectively). In addition to previously reported associations with ADHD traits, reaction time variability (RTV) showed significant phenotypic (0.18) and genetic (0.32) association with social-communication ALTs. RTV captured a significant proportion (24 %) of the genetic influences shared between inattention and social-communication ALTs. Our findings suggest that social-communication ALTs underlie the previously observed phenotypic and genetic covariation between ALTs and ADHD symptoms. RTV is not specific to ADHD symptoms, but is also associated with social-communication ALTs and can, in part, contribute to an explanation of the co-occurrence of ASD and ADHD.
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Singhania, Rajeshree
2005-04-01
Autistic spectrum disorders is a complex developmental disorder with social and communication dysfunction at its core. It has a wide clinical spectrum with a common triad of impairments -- social communication, social interaction and social imagination. Even mild or subtle difficulties can have a profound and devastating impact on the child. To be able to provide suitable treatments and interventions the distinctive way of thinking and learning of autistic children has to be understood. The core areas of social, emotional, communication and language deficits have to be addressed at all levels of functioning. The important goals of assessment include a categorical diagnosis of autism that looks at differential diagnosis, a refined precise documentation of the child's functioning in various developmental domains and ascertaining presence of co-morbid conditions. The interventions have to be adapted to the individual's chronological age, developmental phase and level of functioning. The strategies of curriculum delivery and teaching the child with autism is distinctive and includes presence of structure to increase predictability and strategies to reduce arousal of anxiety.
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Branley, Dawn B.; Covey, Judith
2017-01-01
Objectives: To compare how people communicate about eating disorders on two popular social media platforms – Twitter and Tumblr. Materials and Methods: Thematic analysis was conducted to characterize the types of communications posted, and a content analysis was undertaken of between-platform differences. Results: Three types of content (pro-ana, anti-ana, and pro-recovery) were posted on each platform. Overall, across both platforms, extreme pro-ana posts were in the minority compared to anti-ana and pro-recovery. Pro-ana posts (including ‘thinspiration’) were more common on Twitter than Tumblr, whereas anti-ana and pro-recovery posts were more common on Tumblr. Conclusion: The findings have implications for future research and health care relating to the treatment and prevention of eating disorders. Developers of future interventions targeting negative pro-ana content should remain aware of the need to avoid any detrimental impact on positive online support. PMID:28848472
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ERIC Educational Resources Information Center
Loucas, Tom; Charman, Tony; Pickles, Andrew; Simonoff, Emily; Chandler, Susie; Meldrum, David; Baird, Gillian
2008-01-01
Background: Autism spectrum disorders (ASD) and specific language impairment (SLI) are common developmental disorders characterised by deficits in language and communication. The nature of the relationship between them continues to be a matter of debate. This study investigates whether the co-occurrence of ASD and language impairment is associated…
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ERIC Educational Resources Information Center
Vande Voort, Jennifer L.; Svecova, Jana; Jacobson, Amy Brown; Whiteside, Stephen P.
2010-01-01
The objective of this study was to facilitate the bidirectional communication between researchers and clinicians about the treatment of childhood anxiety disorders, including obsessive-compulsive disorder. Forty-four children were assessed before and after cognitive behavioral treatment with the parent versions of the Spence Child Anxiety Scale…
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Parental Romantic Expectations and Parent-Child Sexuality Communication in Autism Spectrum Disorders
ERIC Educational Resources Information Center
Holmes, Laura G.; Himle, Michael B.; Strassberg, Donald S.
2016-01-01
This study examined the relationship between core symptoms of autism spectrum disorder, parental romantic expectations, and parental provision of sexuality and relationship education in an online sample of 190 parents of youth 12-18 years of age with a parent-reported diagnosis of autism spectrum disorder. Regression analyses were conducted…
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Theory of Mind Abilities and Deficits in Autism Spectrum Disorders
ERIC Educational Resources Information Center
Kimhi, Yael
2014-01-01
Autism spectrum disorder (ASD) is a neurobiological disorder that significantly impairs children's social interaction, verbal and nonverbal communication, and behaviors. Questions about theory of mind (ToM) deficits in ASD have generated a large number of empirical studies. This article reviews current studies of the relationship between ToM and…
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National Strategic Research Plan for Hearing and Hearing Impairment and Voice and Voice Disorders.
ERIC Educational Resources Information Center
National Inst. on Deafness and Other Communications Disorders, Bethesda, MD.
This monograph presents an update to the strategic plan of the National Institute on Deafness and Other Communication Disorders (NIDCD), focusing on recent accomplishments, program goals, strategies, and priorities in research opportunities in the areas of hearing/hearing impairment and voice/voice disorders. Specifically considered for the…
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Great Science for Autistic Students
ERIC Educational Resources Information Center
Saunders, Georgianna; Page, Heidi; Wood, Gina
2011-01-01
Autism spectrum disorders (ASDs) are neurological disorders that affect communication, behavior, and social skills (Humphrey 2008). According to the Centers for Disease Control, an average of 1 in every 110 children in the United States is affected by an autism spectrum disorder, and boys are three times more likely than girls to be diagnosed.…
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Asperger's Syndrome and the Voyage through High School: Not the Final Frontier
ERIC Educational Resources Information Center
Graetz, Janet E.; Spampinato, Kim
2008-01-01
Asperger's syndrome (AS) is a neurological disorder included in the spectrum of autism disorders. Individuals with Autism Spectrum Disorders (ASD) are said to exhibit characteristics that fall into a "triad of deficits" that include (a) communication, (b) socialization, and (c) interests and activities. For children and adolescents with Asperger's…
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The Contribution of Epigenetics to Understanding Genetic Factors in Autism
ERIC Educational Resources Information Center
Hall, Layla; Kelley, Elizabeth
2014-01-01
Autism spectrum disorder is a grouping of neurodevelopmental disorders characterized by deficits in social communication and language, as well as by repetitive and stereotyped behaviors. While the environment is believed to play a role in the development of autism spectrum disorder, there is now strong evidence for a genetic link to autism.…
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ERIC Educational Resources Information Center
Mody, M.; Shui, A. M.; Nowinski, L. A.; Golas, S. B.; Ferrone, C.; O'Rourke, J. A.; McDougle, C. J.
2017-01-01
Many children with autism spectrum disorder (ASD) have notable difficulties in motor, speech and language domains. The connection between motor skills (oral-motor, manual-motor) and speech and language deficits reported in other developmental disorders raises important questions about a potential relationship between motor skills and…
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ERIC Educational Resources Information Center
Berard, Nathalie; Loutzenhiser, Lynn; Sevigny, Phillip R.; Alfano, Dennis P.
2017-01-01
Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning. Children with ASD display a wide range of social competence and more variability in social domains as compared with either communication or repetitive behaviour domains. There is limited understanding of factors…
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ERIC Educational Resources Information Center
Siniscalco, Dario; Sapone, Anna; Giordano, Catia; Cirillo, Alessandra; de Novellis, Vito; de Magistris, Laura; Rossi, Francesco; Fasano, Alessio; Maione, Sabatino; Antonucci, Nicola
2012-01-01
Autism and autism spectrum disorders (ASDs) are heterogeneous complex neuro-developmental disorders characterized by dysfunctions in social interaction and communication skills. Their pathogenesis has been linked to interactions between genes and environmental factors. Consistent with the evidence of certain similarities between immune cells and…
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School-Based Social Skills Training for Preschool-Age Children with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Radley, Keith C.; Hanglein, Jeanine; Arak, Marisa
2016-01-01
Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder--particularly interventions capable of being…
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Priorities for Autism Spectrum Disorder Risk Communication and Ethics
ERIC Educational Resources Information Center
Yudell, Michael; Tabor, Holly K.; Dawson, Geraldine; Rossi, John; Newschaffer, Craig
2013-01-01
Autism spectrum disorders are an issue of increasing public health significance. The incidence of autism spectrum disorders has been increasing in recent years, and they are associated with significant personal and financial impacts for affected persons and their families. In recent years, a large number of scientific studies have been undertaken,…
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ERIC Educational Resources Information Center
DePape, Anne-Marie; Lindsay, Sally
2016-01-01
Autism spectrum disorder (ASD) includes deficits in social communication and repetitive behavior. Secondhand accounts from parents suggest that ASD affects many aspects of life. However, little is known about this disorder from first-person perspective. This meta-synthesis examines children, adolescents, and adults with ASD to understand their…
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Masiello, Addolorata; De Guglielmo, Carmen; Giglio, Sergio; Acone, Nicola
2014-09-01
HIV infection is commonly associated with emotional and cognitive disorders that recognize both causes of an organic nature (related to the virus itself) and non-organic factors (emotional stress resulting from HIV diagnosis, social stigma and continued risk behaviour such as alcohol or drug abuse). Most of the literature has focused attention on depressive disorder, the most common mental disorder in the HIV population. In our analysis we evaluated the presence of personality disorders and alexithymia in a group of patients seropositive for HIV through appropriate psychological tests. Our data revealed a close relationship between socio-emotional alienation, distorted body perception and the difficulty in relating with each other, which is perceived as threatening and judgmental; this concept takes us back to the social stigma that modifies the emotional communication of HIV patients. The illness is experienced as an outsider that modifies the body, imprisons the emotionalism and cannot be controlled. Such personality alterations stop the emotional communication, thereby developing alexithymia.
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Communication Disorders in Speakers of Tone Languages: Etiological Bases and Clinical Considerations
Wong, Patrick C. M.; Perrachione, Tyler K.; Gunasekera, Geshri; Chandrasekaran, Bharath
2009-01-01
Lexical tones are a phonetic contrast necessary for conveying meaning in a majority of the world’s languages. Various hearing, speech, and language disorders affect the ability to perceive or produce lexical tones, thereby seriously impairing individuals’ communicative abilities. The number of tone language speakers is increasing, even in otherwise English-speaking nations, yet insufficient emphasis has been placed on clinical assessment and rehabilitation of lexical tone disorders. The similarities and dissimilarities between lexical tones and other speech sounds make a richer scientific understanding of their physiological bases paramount to more effective remediation of speech and language disorders in general. Here we discuss the cognitive and biological bases of lexical tones, emphasizing the neural structures and networks that support their acquisition, perception, and cognitive representation. We present emerging research on lexical tone learning in the context of the clinical disorders of hearing, speech, and language that this body of research will help to address. PMID:19711234
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Spin-state transfer in laterally coupled quantum-dot chains with disorders
DOE Office of Scientific and Technical Information (OSTI.GOV)
Yang Song; Key Laboratory of Quantum Information, University of Science and Technology of China, Hefei 230026; Bayat, Abolfazl
2010-08-15
Quantum dot arrays are a promising medium for transferring quantum information between two distant points without resorting to mobile qubits. Here we study the two most common disorders, namely hyperfine interaction and exchange coupling fluctuations, in quantum dot arrays and their effects on quantum communication through these chains. Our results show that the hyperfine interaction is more destructive than the exchange coupling fluctuations. The average optimal time for communication is not affected by any disorder in the system and our simulations show that antiferromagnetic chains are much more resistive than the ferromagnetic ones against both kind of disorders. Even whenmore » time modulation of a coupling and optimal control is employed to improve the transmission, the antiferromagnetic chain performs much better. We have assumed the quasistatic approximation for hyperfine interaction and time-dependent fluctuations in the exchange couplings. Particularly for studying exchange coupling fluctuations we have considered the static disorder, white noise, and 1/f noise.« less
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McAuliffe, Megan J; Baylor, Carolyn R; Yorkston, Kathryn M
2017-08-01
Communication disorders associated with Parkinson's disease (PD) often lead to restricted participation in life roles, yet there is a limited understanding of influencing factors and few quantitative measurement tools available. This study aimed to identify variables associated with communicative participation in PD and to examine the relationship between the Communicative Participation Item Bank (CPIB) and existing health-related quality-of-life (HRQoL) measures. Self-report data from 378 participants with PD from the US and New Zealand were analysed. Data included responses to the CPIB, PD Questionnaire-8, sub-scales of the Global Health instrument from the Patient Reported Outcomes Measurement Information System (PROMIS) and additional self-report instruments. Greater perceived speech disorder, lower levels of speech usage, fatigue, cognitive and emotional problems and swallowing difficulties were associated with lower levels of communicative participation. Participants' age significantly influenced findings, interacting with country of residence, sex and speech usage. Scores on the CPIB were moderately correlated with HRQoL measures. Communicative participation in PD is complex and influenced by both demographic and disease-based variables, necessitating a broader view of the communicative experiences of those with PD. Measurement of communicative participation as a separate construct to existing HRQoL measures is recommended.
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Waddington, Hannah; Sigafoos, Jeff; Lancioni, Giulio E; O'Reilly, Mark F; van der Meer, Larah; Carnett, Amarie; Stevens, Michelle; Roche, Laura; Hodis, Flaviu; Green, Vanessa A; Sutherland, Dean; Lang, Russell; Marschik, Peter B
2014-12-01
Many children with autism spectrum disorder (ASD) have limited or absent speech and might therefore benefit from learning to use a speech-generating device (SGD). The purpose of this study was to evaluate a procedure aimed at teaching three children with ASD to use an iPad(®)-based SGD to make a general request for access to toys, then make a specific request for one of two toys, and then communicate a thank-you response after receiving the requested toy. A multiple-baseline across participants design was used to determine whether systematic instruction involving least-to-most-prompting, time delay, error correction, and reinforcement was effective in teaching the three children to engage in this requesting and social communication sequence. Generalization and follow-up probes were conducted for two of the three participants. With intervention, all three children showed improvement in performing the communication sequence. This improvement was maintained with an unfamiliar communication partner and during the follow-up sessions. With systematic instruction, children with ASD and severe communication impairment can learn to use an iPad-based SGD to complete multi-step communication sequences that involve requesting and social communication functions. Copyright © 2014 ISDN. Published by Elsevier Ltd. All rights reserved.
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Fischbach, Ruth L; Harris, Mark J; Ballan, Michelle S; Fischbach, Gerald D; Link, Bruce G
2016-04-01
There is no reported investigation comparing concordance in attitudes and beliefs about autism spectrum disorder between parents of children with autism spectrum disorder and scientists who research autism spectrum disorder. To investigate the level of concordance between these groups on causes of autism, priorities of research, perceived stigma, and disclosure of genetic test results, telephone interviews were conducted. Parents (n = 502) were recruited from the Simons Simplex Collection, and research scientists (n = 60) were recruited from investigators funded by the Simons Foundation. Response rates were notable (parents 91%, scientists 80%). Parents and scientists differed significantly regarding beliefs of the likely major cause of autism (p = 0.007) and priorities for further research (p < 0.001). Scientists believed in genetic causes while many parents believed in vaccines as the cause of autism. Parents (37%) were more likely to hesitate vaccinating their child (p < 0.001). In contrast, there was strong concordance regarding extent of perceived stigma (95% vs 92%) and preferences for disclosure of genetic test results, including incidental findings. While scientists believed communication important, paradoxically fewer than half reported it important for scientists to communicate directly with parents. Better communication between parents and scientists should improve mutual understanding and ultimately the health and well-being of children with autism spectrum disorder and their families. © The Author(s) 2015.
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Does sex influence the diagnostic evaluation of autism spectrum disorder in adults?
Wilson, C Ellie; Murphy, Clodagh M; McAlonan, Grainne; Robertson, Dene M; Spain, Debbie; Hayward, Hannah; Woodhouse, Emma; Deeley, P Quinton; Gillan, Nicola; Ohlsen, J Chris; Zinkstok, Janneke; Stoencheva, Vladimira; Faulkner, Jessica; Yildiran, Hatice; Bell, Vaughan; Hammond, Neil; Craig, Michael C; Murphy, Declan Gm
2016-10-01
It is unknown whether sex influences the diagnostic evaluation of autism spectrum disorder, or whether male and female adults within the spectrum have different symptom profiles. This study reports sex differences in clinical outcomes for 1244 adults (935 males and 309 females) referred for autism spectrum disorder assessment. Significantly, more males (72%) than females (66%) were diagnosed with an autism spectrum disorder of any subtype (x(2) = 4.09; p = 0.04). In high-functioning autism spectrum disorder adults (IQ > 70; N = 827), there were no significant sex differences in severity of socio-communicative domain symptoms. Males had significantly more repetitive behaviours/restricted interests than females (p = 0.001, d = 0.3). A multivariate analysis of variance indicated a significant interaction between autism spectrum disorder subtype (full-autism spectrum disorder/partial-autism spectrum disorder) and sex: in full-autism spectrum disorder, males had more severe socio-communicative symptoms than females; for partial-autism spectrum disorder, the reverse was true. There were no sex differences in prevalence of co-morbid psychopathologies. Sex influenced diagnostic evaluation in a clinical sample of adults with suspected autism spectrum disorder. The sexes may present with different manifestations of the autism spectrum disorder phenotype and differences vary by diagnostic subtype. Understanding and awareness of adult female repetitive behaviours/restricted interests warrant attention and sex-specific diagnostic assessment tools may need to be considered. © The Author(s) 2016.
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Does sex influence the diagnostic evaluation of autism spectrum disorder in adults?
Wilson, C Ellie; Murphy, Clodagh M; McAlonan, Grainne; Robertson, Dene M; Spain, Debbie; Hayward, Hannah; Woodhouse, Emma; Deeley, P Quinton; Gillan, Nicola; Ohlsen, J Chris; Zinkstok, Janneke; Stoencheva, Vladimira; Faulkner, Jessica; Yildiran, Hatice; Bell, Vaughan; Hammond, Neil; Craig, Michael C; Murphy, Declan GM
2016-01-01
It is unknown whether sex influences the diagnostic evaluation of autism spectrum disorder, or whether male and female adults within the spectrum have different symptom profiles. This study reports sex differences in clinical outcomes for 1244 adults (935 males and 309 females) referred for autism spectrum disorder assessment. Significantly, more males (72%) than females (66%) were diagnosed with an autism spectrum disorder of any subtype (x2 = 4.09; p = 0.04). In high-functioning autism spectrum disorder adults (IQ > 70; N = 827), there were no significant sex differences in severity of socio-communicative domain symptoms. Males had significantly more repetitive behaviours/restricted interests than females (p = 0.001, d = 0.3). A multivariate analysis of variance indicated a significant interaction between autism spectrum disorder subtype (full-autism spectrum disorder/partial-autism spectrum disorder) and sex: in full-autism spectrum disorder, males had more severe socio-communicative symptoms than females; for partial-autism spectrum disorder, the reverse was true. There were no sex differences in prevalence of co-morbid psychopathologies. Sex influenced diagnostic evaluation in a clinical sample of adults with suspected autism spectrum disorder. The sexes may present with different manifestations of the autism spectrum disorder phenotype and differences vary by diagnostic subtype. Understanding and awareness of adult female repetitive behaviours/restricted interests warrant attention and sex-specific diagnostic assessment tools may need to be considered. PMID:26802113
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Bhat, Anjana N; Srinivasan, Sudha M; Woxholdt, Colleen; Shield, Aaron
2018-04-01
Children with autism spectrum disorder present with a variety of social communication deficits such as atypicalities in social gaze and verbal and non-verbal communication delays as well as perceptuo-motor deficits like motor incoordination and dyspraxia. In this study, we had the unique opportunity to study praxis performance in deaf children with and without autism spectrum disorder in a fingerspelling context using American Sign Language. A total of 11 deaf children with autism spectrum disorder and 11 typically developing deaf children aged between 5 and 14 years completed a fingerspelling task. Children were asked to fingerspell 15 different words shown on an iPad. We coded various praxis errors and fingerspelling time. The deaf children with autism spectrum disorder had greater errors in pace, sequence precision, accuracy, and body part use and also took longer to fingerspell each word. Additionally, the deaf children with autism spectrum disorder had poor receptive language skills and this strongly correlated with their praxis performance and autism severity. These findings extend the evidence for dyspraxia in hearing children with autism spectrum disorder to deaf children with autism spectrum disorder. Poor sign language production in children with autism spectrum disorder may contribute to their poor gestural learning/comprehension and vice versa. Our findings have therapeutic implications for children with autism spectrum disorder when teaching sign language.
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Using Link Disconnection Entropy Disorder to Detect Fast Moving Nodes in MANETs
Palafox, Luis E.; Aguilar, Leocundo; Sanchez, Mauricio A.; Martinez, Luis G.
2016-01-01
Mobile ad-hoc networks (MANETs) are dynamic by nature; this dynamism comes from node mobility, traffic congestion, and other transmission conditions. Metrics to evaluate the effects of those conditions shine a light on node’s behavior in an ad-hoc network, helping to identify the node or nodes with better conditions of connection. In this paper, we propose a relative index to evaluate a single node reliability, based on the link disconnection entropy disorder using neighboring nodes as reference. Link disconnection entropy disorder is best used to identify fast moving nodes or nodes with unstable communications, this without the need of specialized sensors such as GPS. Several scenarios were studied to verify the index, measuring the effects of Speed and traffic density on the link disconnection entropy disorder. Packet delivery ratio is associated to the metric detecting a strong relationship, enabling the use of the link disconnection entropy disorder to evaluate the stability of a node to communicate with other nodes. To expand the utilization of the link entropy disorder, we identified nodes with higher speeds in network simulations just by using the link entropy disorder. PMID:27219671
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Tordjman, Sylvie; Anderson, George M; Botbol, Michel; Toutain, Annick; Sarda, Pierre; Carlier, Michèle; Saugier-Veber, Pascale; Baumann, Clarisse; Cohen, David; Lagneaux, Céline; Tabet, Anne-Claude; Verloes, Alain
2012-01-01
Williams-Beuren syndrome (WBS), a rare developmental disorder caused by deletion of contiguous genes at 7q11.23, has been characterized by strengths in socialization (overfriendliness) and communication (excessive talkativeness). WBS has been often considered as the polar opposite behavioral phenotype to autism. Our objective was to better understand the range of phenotypic expression in WBS and the relationship between WBS and autistic disorder. The study was conducted on 9 French individuals aged from 4 to 37 years old with autistic disorder associated with WBS. Behavioral assessments were performed using Autism Diagnostic Interview-Revised (ADI-R) and Autism Diagnostic Observation Schedule (ADOS) scales. Molecular characterization of the WBS critical region was performed by FISH. FISH analysis indicated that all 9 patients displayed the common WBS deletion. All 9 patients met ADI-R and ADOS diagnostic criteria for autism, displaying stereotypies and severe impairments in social interaction and communication (including the absence of expressive language). Additionally, patients showed improvement in social communication over time. The results indicate that comorbid autism and WBS is more frequent than expected and suggest that the common WBS deletion can result in a continuum of social communication impairment, ranging from excessive talkativeness and overfriendliness to absence of verbal language and poor social relationships. Appreciation of the possible co-occurrence of WBS and autism challenges the common view that WBS represents the opposite behavioral phenotype of autism, and might lead to improved recognition of WBS in individuals diagnosed with autism.
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Absoud, Michael; Parr, Jeremy R; Salt, Alison; Dale, Naomi
2011-03-01
Available observational tools used in the identification of social communication difficulties and diagnosis of autism spectrum disorder (ASD) rely partly on visual behaviours and therefore may not be valid in children with visual impairment. A pilot observational instrument, the Visual Impairment and Social Communication Schedule (VISS), was developed to aid in identifying social communication difficulties and ASD in young children with visual impairment affected by congenital disorders of the peripheral visual system (disorders of the globe, retina, and anterior optic nerve). The VISS was administered to 23 consecutive children (age range 1 y 9 mo-6 y 11 mo, mean 4 y 1 mo [SD 1.6]; 12 males, 11 females) with visual impairment (nine with severe and 14 with profound visual impairment). Item analysis was carried out by fit of the items to the Rasch model. Validity of the VISS was explored by comparison with the Childhood Autism Rating Scale (CARS) score, and the clinical ASD diagnosis (n=9). Correlation between the VISS and CARS total scores was highly significant (Spearman's rho=-0.89; p=0.01). Below threshold rating on the VISS (score of 35) showed good agreement with the clinical ASD diagnosis (sensitivity 89%, specificity 100%). This preliminary study shows the VISS to be a promising schedule to aid the identification of ASD in young children with visual impairment. © The Authors. Journal compilation © Mac Keith Press 2010.
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Le Bel, Ronald M; Pineda, Jaime A; Sharma, Anu
2009-01-01
The mirror neuron system (MNS) is a trimodal system composed of neuronal populations that respond to motor, visual, and auditory stimulation, such as when an action is performed, observed, heard or read about. In humans, the MNS has been identified using neuroimaging techniques (such as fMRI and mu suppression in the EEG). It reflects an integration of motor-auditory-visual information processing related to aspects of language learning including action understanding and recognition. Such integration may also form the basis for language-related constructs such as theory of mind. In this article, we review the MNS system as it relates to the cognitive development of language in typically developing children and in children at-risk for communication disorders, such as children with autism spectrum disorder (ASD) or hearing impairment. Studying MNS development in these children may help illuminate an important role of the MNS in children with communication disorders. Studies with deaf children are especially important because they offer potential insights into how the MNS is reorganized when one modality, such as audition, is deprived during early cognitive development, and this may have long-term consequences on language maturation and theory of mind abilities. Readers will be able to (1) understand the concept of mirror neurons, (2) identify cortical areas associated with the MNS in animal and human studies, (3) discuss the use of mu suppression in the EEG for measuring the MNS in humans, and (4) discuss MNS dysfunction in children with (ASD).
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Psychiatric and psychosocial problems in adults with normal-intelligence autism spectrum disorders.
Hofvander, Björn; Delorme, Richard; Chaste, Pauline; Nydén, Agneta; Wentz, Elisabet; Ståhlberg, Ola; Herbrecht, Evelyn; Stopin, Astrid; Anckarsäter, Henrik; Gillberg, Christopher; Råstam, Maria; Leboyer, Marion
2009-06-10
Individuals with autism spectrum disorders (ASDs) often display symptoms from other diagnostic categories. Studies of clinical and psychosocial outcome in adult patients with ASDs without concomitant intellectual disability are few. The objective of this paper is to describe the clinical psychiatric presentation and important outcome measures of a large group of normal-intelligence adult patients with ASDs. Autistic symptomatology according to the DSM-IV-criteria and the Gillberg & Gillberg research criteria, patterns of comorbid psychopathology and psychosocial outcome were assessed in 122 consecutively referred adults with normal intelligence ASDs. The subjects consisted of 5 patients with autistic disorder (AD), 67 with Asperger's disorder (AS) and 50 with pervasive developmental disorder not otherwise specified (PDD NOS). This study group consists of subjects pooled from two studies with highly similar protocols, all seen on an outpatient basis by one of three clinicians. Core autistic symptoms were highly prevalent in all ASD subgroups. Though AD subjects had the most pervasive problems, restrictions in non-verbal communication were common across all three subgroups and, contrary to current DSM criteria, so were verbal communication deficits. Lifetime psychiatric axis I comorbidity was very common, most notably mood and anxiety disorders, but also ADHD and psychotic disorders. The frequency of these diagnoses did not differ between the ASD subgroups or between males and females. Antisocial personality disorder and substance abuse were more common in the PDD NOS group. Of all subjects, few led an independent life and very few had ever had a long-term relationship. Female subjects more often reported having been bullied at school than male subjects. ASDs are clinical syndromes characterized by impaired social interaction and non-verbal communication in adulthood as well as in childhood. They also carry a high risk for co-existing mental health problems from a broad spectrum of disorders and for unfavourable psychosocial life circumstances. For the next revision of DSM, our findings especially stress the importance of careful examination of the exclusion criterion for adult patients with ASDs.
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Goods, Kelly; Shih, Wendy; Mucchetti, Charlotte; Kaiser, Ann; Wright, Courtney; Mathy, Pamela; Landa, Rebecca; Kasari, Connie
2015-01-01
Notably absent from the intervention literature are parent training programs targeting school-aged children with autism who have limited communication skills (Tager-Flusberg and Kasari in Autism Res 6:468–478, 2013). Sixty-one children with autism age 5–8 with minimal spontaneous communication received a 6-month social communication intervention including parent training. Parent–child play interactions were coded for parents' strategy implementation and children's time jointly engaged (Adamson et al. in J Autism Dev Disord 39:84–96, 2009). Parents mastered an average of 70 % of the strategies. Further analyses indicated some gains in implementation occurred from mere observation of sessions, while the greatest gains occurred in the first month of active coaching and workshops. Children's joint engagement was associated with parents' implementation success across time demonstrating parents' implementation was relevant to children's social engagement. PMID:25475363
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Early Identification and Treatment of Communication and Swallowing Deficits in Parkinson Disease
Ciucci, Michelle R.; Grant, Laura M.; Paul Rajamanickam, Eunice S.; Hilby, Breanna L.; Blue, Katherine V.; Jones, Corinne A.; Kelm-Nelson, Cynthia A.
2015-01-01
Parkinson disease (PD) is a complex, progressive, neurodegenerative disorder that leads to a wide range of deficits including fine and gross sensorimotor impairment, autonomic dysfunction, mood disorders, and cognitive decline. Traditionally, the focus for diagnosis and treatment has been on sensorimotor impairment related to dopamine depletion. It is now widely recognized, however, that PD-related pathology affects multiple central nervous system neurotransmitters and pathways. Communication and swallowing functions can be impaired even in the early stages, significantly affecting health and quality of life. The purpose of this article is to review the literature on early intervention for communication and swallowing impairment in PD. Overarching themes were that (1) studies and interpretation of data from studies in early PD are limited; (2) best therapy practices have not been established, in part due to the heterogeneous nature of PD; and (3) as communication and swallowing problems are pervasive in PD, further treatment research is essential. PMID:24166192
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Shire, Stephanie Y; Goods, Kelly; Shih, Wendy; Distefano, Charlotte; Kaiser, Ann; Wright, Courtney; Mathy, Pamela; Landa, Rebecca; Kasari, Connie
2015-06-01
Notably absent from the intervention literature are parent training programs targeting school-aged children with autism who have limited communication skills (Tager-Flusberg and Kasari in Autism Res 6:468-478, 2013). Sixty-one children with autism age 5-8 with minimal spontaneous communication received a 6-month social communication intervention including parent training. Parent-child play interactions were coded for parents' strategy implementation and children's time jointly engaged (Adamson et al. in J Autism Dev Disord 39:84-96, 2009). Parents mastered an average of 70% of the strategies. Further analyses indicated some gains in implementation occurred from mere observation of sessions, while the greatest gains occurred in the first month of active coaching and workshops. Children's joint engagement was associated with parents' implementation success across time demonstrating parents' implementation was relevant to children's social engagement.
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Ganz, Jennifer B; Mason, Rose A; Goodwyn, Fara D; Boles, Margot B; Heath, Amy K; Davis, John L
2014-11-01
Individuals with autism spectrum disorders (ASD) and complex communication needs often rely on augmentative and alternative communication (AAC) as a means of functional communication. This meta-analysis investigated how individual characteristics moderate effectiveness of three types of aided AAC: the Picture Exchange Communication System (PECS), speech-generating devices (SGDs), and other picture-based AAC. Effectiveness was measured via the Improvement Rate Difference. Results indicated that AAC has small to moderate effects on speech outcomes, and that SGDs appear to be most effective when considering any outcome measure with individuals with ASD without comorbid intellectual/developmental disorders (IDD). PECS appears to be most effective when considering any outcome measure with individuals with ASD and IDD. SGDs and PECS were the most effective type of AAC for preschoolers, when aggregating across outcome measures. No difference was found between systems for elementary-aged and older individuals.
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ERIC Educational Resources Information Center
Therrien, Michelle Christine Stephen
2016-01-01
Positive interactions with peers impact future success in many domains, including language development and relationship development. Children with complex communication needs (CCN), especially those with characteristics of autism spectrum disorder (ASD), confront many barriers to successful interactions with peers. These include personal barriers,…
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ERIC Educational Resources Information Center
Hattier, Megan A.; Matson, Johnny L.
2012-01-01
Autism Spectrum Disorders (ASDs) are characterized by pervasive impairments in repetitive behaviors or interests, communication, and socialization. As the onset of these features occurs at a very young age, early detection is of the utmost importance. In an attempt to better clarify the behavioral presentation of communication and socialization…
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ERIC Educational Resources Information Center
Power, Emma; Anderson, Alison; Togher, Leanne
2011-01-01
Purpose: Huntington's Disease (HD) is a fatal, hereditary neurodegenerative disorder that is characterized by a triad of motor, cognitive and psychiatric symptoms that impact on both communicative effectiveness and the treatment techniques used to maximize communicative participation. The purpose of this article is to describe the application of…
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ERIC Educational Resources Information Center
Burgess, Sloane; Turkstra, Lyn S.
2010-01-01
Purpose: This study was designed to evaluate the feasibility of using the American Speech-Language-Hearing Association's Quality of Communication Life Scale (QCL; Paul et al., 2004) for a group of individuals with developmental communication disorders--adolescents with high-functioning autism/Asperger syndrome (HFA/AS). Perceptions of quality of…
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ERIC Educational Resources Information Center
Blake, Margaret Lehman; Frymark, Tobi; Venedictov, Rebecca
2013-01-01
Purpose: The purpose of this review is to evaluate and summarize the research evidence related to the treatment of individuals with right hemisphere communication disorders. Method: A comprehensive search of the literature using key words related to right hemisphere brain damage and communication treatment was conducted in 27 databases (e.g.,…
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ERIC Educational Resources Information Center
Tsai, Peng-Chou; Harrington, Rebecca A.; Lung, For-Wey; Lee, Li-Ching
2017-01-01
The Social Communication Questionnaire is one of the most commonly used screening tools for autism spectrum disorder. The Social Communication Questionnaire is a caregiver-reported questionnaire with 40 items based on questions from the Autism Diagnostic Interview-Revised. This study collected Social Communication Questionnaire data from a…
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ERIC Educational Resources Information Center
Ganz, Jennifer B.; Davis, John L.; Lund, Emily M.; Goodwyn, Fara D.; Simpson, Richard L.
2012-01-01
The Picture Exchange Communication System (PECS) is a widely used picture/icon aided augmentative communication system designed for learners with autism and other developmental disorders. This meta-analysis analyzes the extant empirical literature for PECS relative to targeted (functional communication) and non-targeted concomitant outcomes…
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ERIC Educational Resources Information Center
Weeks, Kaja
2015-01-01
Communicative and social capacities are known to be of primary developmental importance to all children and often present a particular difficulty for children with neurodevelopmental disorders. A recurring challenge for teachers is achieving effective communication with children who span developmental diversity (e.g. inclusive settings or those…
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ERIC Educational Resources Information Center
Peters, Brenda
2016-01-01
Children with a diagnosis of Autism Spectrum Disorder may find the social aspects of learning particularly challenging because of the traits of diffculty with social communication and interaction. This paper evaluates the impact of an interactive model designed to support social communication and interaction for twelve students with ASD, who…
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Post-Traumatic Stress Disorder in Children: Suggested Intervention.
ERIC Educational Resources Information Center
Csapo, Marg
1991-01-01
This paper reviews literature-based techniques of intervention with posttraumatic stress disorder in children, including such techniques as crisis intervention, in vitro flooding, communication training, physical mastery, perspective taking, elimination of self-blame, and self-calming. (JDD)
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Genetics Home Reference: 3q29 microdeletion syndrome
... social interaction and communication), anxiety, bipolar disorder , and schizophrenia . Infants with 3q29 microdeletion syndrome often have feeding ... Bipolar Disorder Health Topic: Developmental Disabilities Health Topic: Schizophrenia Genetic and Rare Diseases Information Center (1 link) ...
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[Autism, neurodevelopment and early detection].
Martos-Pérez, J
2006-02-13
Autistic disorder is briefly explained and defined in the light of recent research. From the perspective offered by ontogenesis and the acquisitions that take place during normal development, we present an updated vision of the genesis of autistic disorder and also review the most significant data provided by the different studies that have been conducted on the subject. Detection of the disorder is clearly a difficult task before the age of one year and, in any case, the earliest symptoms are clearly linked to the social and communicative interaction that characteristically takes place at the end of the infant's first year of life. Early detection of the disorder is made possible precisely because of alterations in social and communicative development and, in general, the appearance of psychological functions that play a significant role in the process of humanisation. The article concludes by pointing out the need for further studies that focus on the possible alteration of earlier socio-emotional and affective manifestations.
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Aggression in autism spectrum disorder: presentation and treatment options
Fitzpatrick, Sarah E; Srivorakiat, Laura; Wink, Logan K; Pedapati, Ernest V; Erickson, Craig A
2016-01-01
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by persistent difficulties in social communication and social interaction, coupled with restricted, repetitive patterns of behavior or interest. Research indicates that aggression rates may be higher in individuals with ASD compared to those with other developmental disabilities. Aggression is associated with negative outcomes for children with ASD and their caregivers, including decreased quality of life, increased stress levels, and reduced availability of educational and social support. Therapeutic strategies including functional behavioral assessment, reinforcement strategies, and functional communication training may have a significant impact in reducing the frequency and intensity of aggressive behavior in individuals with ASD. Pharmacologic treatments, particularly the use of second-generation antipsychotics, may also be of some benefit in reducing aggression in individuals with ASD. With the ever-increasing rate of ASD diagnosis, development of effective therapeutic and pharmacologic methods for preventing and treating aggression are essential to improving outcomes in this disorder. PMID:27382295
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McGuff, Sara; Goldstein, Howard
2017-01-01
Purpose This study examined effects of a peer-mediated intervention that provided training on the use of a speech-generating device for preschoolers with severe autism spectrum disorder (ASD) and peer partners. Method Effects were examined using a multiple probe design across 3 children with ASD and limited to no verbal skills. Three peers without disabilities were taught to Stay, Play, and Talk using a GoTalk 4+ (Attainment Company) and were then paired up with a classmate with ASD in classroom social activities. Measures included rates of communication acts, communication mode and function, reciprocity, and engagement with peers. Results Following peer training, intervention effects were replicated across 3 peers, who all demonstrated an increased level and upward trend in communication acts to their classmates with ASD. Outcomes also revealed moderate intervention effects and increased levels of peer-directed communication for 3 children with ASD in classroom centers. Additional analyses revealed higher rates of communication in the added context of preferred toys and snack. The children with ASD also demonstrated improved communication reciprocity and peer engagement. Conclusions Results provide preliminary evidence on the benefits of combining peer-mediated and speech-generating device interventions to improve children's communication. Furthermore, it appears that preferred contexts are likely to facilitate greater communication and social engagement with peers. PMID:28854313
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Brain Mechanisms of Affective Language Comprehension in Autism Spectrum Disorders
2016-10-01
AWARD NUMBER: W81XWH-14-1-0457 TITLE: Brain Mechanisms of Affective Language Comprehension in Autism Spectrum Disorders PRINCIPAL INVESTIGATOR...TITLE AND SUBTITLE Brain Mechanisms of Affective Language Comprehension in Autism Spectrum Disorders 5a. CONTRACT NUMBER 5b. GRANT NUMBER W81XWH-14...Unlimited 13. SUPPLEMENTARY NOTES 14. ABSTRACT Profound deficits in the domain of social communication are a hallmark of autism spectrum disorders (ASD
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Brief report: parent-child sexuality communication and autism spectrum disorders.
Holmes, Laura G; Himle, Michael B
2014-11-01
While considerable research has focused on promoting independence and optimizing quality of life for adolescents and young adult with autism spectrum disorder (ASD), sexual development and sexuality education have been largely neglected. Experts recommend that parents be the primary source of sex education for adolescents with ASD, and that sex education be tailored to a child's developmental level. Prior studies show that parents of youth with ASD are uncertain about how to best communicate about sex and which topics to discuss with their children. In the current study we administered an online survey to 190 parents of adolescents with ASD in order to better understand sexuality communication patterns between parents and adolescents with both low and high functioning ASD.
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Improving Empathic Communication Skills in Adults with Autism Spectrum Disorder.
Kern Koegel, Lynn; Ashbaugh, Kristen; Navab, Anahita; Koegel, Robert L
2016-03-01
The literature suggests that many individuals diagnosed with Autism Spectrum Disorder (ASD) experience challenges with recognizing and describing emotions in others, which may result in difficulties with the verbal expression of empathy during communication. Thus, there is a need for intervention techniques targeting this area. Using a multiple baseline across participants design, this study examined the effectiveness of a video-feedback intervention with a visual framework component to improve verbal empathetic statements and questions during conversation for adults with ASD. Following intervention, all participants improved in verbal expression of empathetic statements and empathetic questions during conversation with generalization and maintenance of gains. Furthermore, supplemental assessments indicated that each participant improved in their general level of empathy and confidence in communication skills.
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Yoder, Paul; Stone, Wendy L
2006-06-01
This randomized group experiment compared the efficacy of 2 communication interventions (Responsive Education and Prelinguistic Milieu Teaching [RPMT] and the Picture Exchange Communication System [PECS]) in 36 preschoolers with autism spectrum disorders. Each treatment was delivered 3 times per week, in 20-min sessions, for 6 months. The results revealed that the RPMT facilitated the frequency of generalized turn taking and generalized initiating joint attention more than did the PECS. The latter effect occurred only for children who began treatment with at least some initiating joint attention. In contrast, the PECS facilitated generalized requests more than the RPMT in children with very little initiating joint attention prior to treatment. These effect sizes were large. Copyright 2006 APA, all rights reserved.
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Improving Verbal Empathetic Communication for Adults with Autism Spectrum Disorder
Koegel, Lynn; Ashbaugh, Kristen; Navab, Anahita; Koegel, Robert
2015-01-01
The literature suggests that many individuals diagnosed with Autism Spectrum Disorder (ASD) experience challenges with recognizing and describing emotions in others, which may result in difficulties with the verbal expression of empathy during communication. Thus, there is a need for intervention techniques targeting this area. Using a multiple baseline across participants design, this study examined the effectiveness of a video-feedback intervention with a visual framework component to improve verbal empathetic statements and questions during conversation for adults with ASD. Following intervention, all participants improved in verbal expression of empathetic statements and empathetic questions during conversation with generalization and maintenance of gains. Furthermore, supplemental assessments indicated that each participant improved in their general level of empathy and confidence in communication skills. PMID:26520148
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A STUDY OF THOUGHT, LANGUAGE AND COMMUNICATION (T.L.C) DISORDERS IN SCHIZOPHRNIA*
Mazumdar, Pralay Kumar; Chaturvedi, S.K.; Gopinath, P.S.
1988-01-01
SUMMARY This study examines in detail - i) the magnitude, nature and severity of thought disorder in schizophrenia, ii) the correlations between type and severity of thought disorder with socio-demographic and clinical variables, and iii) differences between different subtypes of schizophrenia. Forty five schizophrenics (Research Diagnostic Criteria) were assessed by ‘live’ interview as well as tape recorded interviews. Instruments used for assessment were (a) Scale for assessment of Thought, Language and Communication (Andreasen 1978), (b) Brief Psychiatric Rating Scale (Overall & Gorham 1962), (c) Mini Mental State (Folstein 1975), and (d) Clinical and demographic data recording proforma. The Schizophrenic patients were subdivided as (i) Acute and chronic (R.D.C.), (ii) Paranoid and non-paranoid; and (iii) Negative, positive, mixed (Andreasen's criteria) and intragroup and intergroup differences were computed. Poverty of speech, tangentiality, derailment, loss of goal, perseveration were found to be the commonest thought disorders. Positive and negative thought disorders were seen in equiproportion in both positive and negative schizophrenics. Significant differences were noted between thought disorders and education as well as habitat. Rural patients more often had negative formal thought disorders. Literates had more often clanging, neologism, circumstantiality and echolalia. This study provides ample information on the nature of thought disorder in Indian schizophrenic subjects. PMID:21927321
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Sørensen, L; Foldspang, A; Gulmann, N C; Munk-Jørgensen, P
2001-06-01
To describe the criterion validity of nursing home staff's assessment of organic disorder compared with ICD-10 criteria, and to identify determinants of staff assessment of organic disorder. Two hundred and eighty-eight residents were diagnosed using the GMS-AGECAT. Nursing staff members were interviewed about the residents' activities of Daily Living, behavioural problems, orientation in surroundings and communication skills, and asked if the resident had an organic disorder. Multiple logistic regression was used to select the items that most strongly determined staff assessment of organic disorder. Sixty-two per cent of the residents were diagnosed by GMS-AGECAT as having organic disorder, 78% of these were correctly identified by the staff. Whether analysed among residents with or without organic disorder, or in the total group of residents, the staff assessment of the presence of organic disorder depended on a limited set of behavioural characteristics of the resident, namely 'going to the toilet in inappropriate places', 'saying things that do not make sense' and impairment in orientation. Staff comprehension of organic disorder resulted in over- as well as under-labelling of residents, a tendency that will affect communication with medical personnel and may lead to inadequate or wrong medical treatment and to negative performance as well as negative role expectations in everyday life in nursing homes.
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Mobile communication jacket for people with severe speech impairment.
Lampe, Renée; Blumenstein, Tobias; Turova, Varvara; Alves-Pinto, Ana
2018-04-01
Cerebral palsy is a movement disorder caused by damage to motor control areas of the developing brain during early childhood. Motor disorders can also affect the ability to produce clear speech and to communicate. The aim of this study was to develop and to test a prototype of an assistive tool with an embedded mobile communication device to support patients with severe speech impairments. A prototype was developed by equipping a cycling jacket with a display, a small keyboard, a LED and an alarm system, all controlled by a microcontroller. Functionality of the prototype was tested in six participants (aged 7-20 years) with cerebral palsy and global developmental disorder and three healthy persons. A patient questionnaire consisting of seven items was used as an evaluation tool. A working prototype of the communication jacket was developed and tested. The questionnaire elicited positive responses from participants. Improvements to correct revealed weaknesses were proposed. Enhancements like voice output of pre-selected phrases and enlarged display were implemented. Integration in a jacket makes the system mobile and continuously available to the user. The communication jacket may be of great benefit to patients with motor and speech impairments. Implications for Rehabilitation The communication jacket developed can be easily used by people with movement and speech impairment. All technical components are integrated in a garment and do not have to be held with the hands or transported separately. The system is adaptable to individual use. Both expected and unexpected events can be dealt with, which contributes to the quality of life and self-fulfilment.
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Nasal obstruction and human communication.
Malinoff, R; Moreno, C
1989-04-01
Nasal obstruction may cause a variety of communication disorders, particularly in children. The effects of nasal obstruction on hearing, speech, language, and voice are examined. Methods for assessing the effects of nasal obstruction are delineated, and recommendations for therapeutic interventions are described.
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Can ICT in Biology Courses Improve AD/HD Students' Achievement?
ERIC Educational Resources Information Center
Vassilopoulou, Antonia; Mavrikaki, Evangelia
2016-01-01
Attention deficit hyperactivity disorder (AD/HD) is one of the most frequently occurring disorders in school children, and information and communication technology (ICT) in education is one of the tools that is lately considered as helpful for the education of some children with disorders. This research is a case study--using mixed-methods--of the…