Do Spoken Nonword and Sentence Repetition Tasks Discriminate Language Impairment in Children with an ASD?

Autor/inn/en	Harper-Hill, Keely; Copland, David; Arnott, Wendy
Titel	Do Spoken Nonword and Sentence Repetition Tasks Discriminate Language Impairment in Children with an ASD?
Quelle	In: Research in Autism Spectrum Disorders, 7 (2013) 2, S.265-275 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-9467
DOI	10.1016/j.rasd.2012.08.015
Schlagwörter	Identification; Language Aptitude; Autism; Language Impairments; Reading Difficulties; Multivariate Analysis; Oral Language; Sentences; Short Term Memory; Nonverbal Ability; Children; Comparative Analysis; Intelligence; Intelligence Tests; Pervasive Developmental Disorders + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Sprachbegabung; Spracheignung; Autismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reading difficulty; Leseschwierigkeit; Multivariate Analyse; Oral interpretation; Mündlicher Sprachgebrauch; Sentence analysis; Satzanalyse; Kurzzeitgedächtnis; Child; Kind; Kinder; Intelligenz; Klugheit; Intelligence test; Intelligenztest
Abstract	The primary aim of this paper was to investigate heterogeneity in language abilities of children with a confirmed diagnosis of an ASD (N = 20) and children with typical development (TD; N = 15). Group comparisons revealed no differences between ASD and TD participants on standard clinical assessments of language ability, reading ability or nonverbal intelligence. However, a hierarchical cluster analysis based on spoken nonword repetition and sentence repetition identified two clusters within the combined group of ASD and TD participants. The first cluster (N = 6) presented with significantly poorer performances than the second cluster (N = 29) on both of the clustering variables in addition to single word and nonword reading. The significant differences between the two clusters occur within a context of Cluster 1 having language impairment and a tendency towards more severe autistic symptomatology. Differences between the oral language abilities of the first and second clusters are considered in light of diagnosis, attention and verbal short term memory skills and reading impairment. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10