Literaturnachweis - Detailanzeige
| Autor/inn/en | Song, Xue-Ke; Lee, Cassandra; So, Wing-Chee |
|---|---|
| Titel | Examining Phenotypical Heterogeneity in Language Abilities in Chinese-Speaking Children with Autism: A Naturalistic Sampling Approach |
| Quelle | In: Journal of Autism and Developmental Disorders, 52 (2022) 5, S.1908-1919 (12 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (So, Wing-Chee) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-021-05104-7 |
| Schlagwörter | Genetics; Verbal Ability; Chinese; Autism; Pervasive Developmental Disorders; Intelligence Quotient; Language Skills; Parent Child Relationship; Comparative Analysis; Severity (of Disability); Symptoms (Individual Disorders); Children |
| Abstract | Phenotypical heterogeneity in language abilities is a hallmark of autism but remains poorly understood. The present study collected naturalistic language samples from parent-child interactions. We quantified verbal abilities (mean length of utterance, tokens, types) of 50 Chinese-speaking children (M = 5; 6) and stratified subgroups based on their autism traits, IQ, and language abilities. Using hierarchical cluster analysis, four groups were identified. Group 1, the least affected group, had mild autism, the highest IQ, and the strongest verbal abilities. Group 2, the severely affected group, had the lowest IQ, most severe autism symptoms, and weakest verbal abilities. Group 3 and Group 4 displayed average levels of verbal abilities and IQ. These findings may characterize the heterogeneous profiles of verbal abilities in Chinese-speaking children. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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