Children with ASD and Communication Regression: Examining Pre-Loss Skills and Later Language Outcomes through the Preschool Years

Autor/inn/en	Prescott, Kathryn E.; Ellis Weismer, Susan
Titel	Children with ASD and Communication Regression: Examining Pre-Loss Skills and Later Language Outcomes through the Preschool Years
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 5, S.1956-1970 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellis Weismer, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05098-2
Schlagwörter	Autism; Pervasive Developmental Disorders; Receptive Language; Expressive Language; Language Impairments; Profiles; Preschool Children + Suchen Sie Ihr Suchwort? Autismus; Rezeptive Kommunikationsfähigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Charakterisierung; Profilanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This study investigated receptive and expressive language outcomes in children with autism spectrum disorder (ASD) with and without a history of language/communication regression, employing three progressively less stringent definitions of regression. Data were derived from a large, longitudinal sample of children with ASD in which regression was assessed at approximately 30 months. Results indicated poorer receptive language and larger discrepancies between receptive and expressive language in the regression group than the group without regression at 44 months but not 66 months. Number of words used before loss predicted receptive language at 44 months. Overall, results suggest that a regression profile in ASD is associated with modest and transient impacts on language outcomes that are no longer discernable at school entry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01