Purpose: Clinicians do not have an evidence base they can use to recommend optimum intervention intensity for preschool children who present with speech sound disorder (SSD). This study examined the ...effect of dose frequency on phonological performance and the efficacy of the multiple oppositions approach. Method: Fifty-four preschool children with SSD were randomly assigned to one of three intervention conditions. Two intervention conditions received the multiple oppositions approach either 3 times per week for 8 weeks (P3) or once weekly for 24 weeks (P1). A control (C) condition received a storybook intervention. Percentage of consonants correct (PCC) was evaluated at 8 weeks and after 24 sessions. PCC gain was examined after a 6-week maintenance period. Results: The P3 condition had a significantly better phonological outcome than the P1 and C conditions at 8 weeks and than the P1 condition after 24 weeks. There were no significant differences between the P1 and C conditions. There was no significant difference between the P1 and P3 conditions in PCC gain during the maintenance period. Conclusion: Preschool children with SSD who received the multiple oppositions approach made significantly greater gains when they were provided with a more intensive dose frequency and when cumulative intervention intensity was held constant. (Contains 2 figures and 5 tables.)
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DOBA, IZUM, KILJ, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
This study investigated the interaction between internal characteristics and external prompts (drawing and dramatisation) in children's eyewitness recall. Eighty-one 3- to 6- year old children ...witnessed a live event involving an altercation between two actors in their schools. They were asked to tell what happened (Verbal condition), draw what happened while talking about it (Drawing condition), or show and tell by using gestures and mime (Dramatisation condition), one day, two weeks, and approximately six months after the event. Independent measures of temperament, mood, symbolic skills, and language ability were taken. Children in the Drawing condition reported significantly more details about objects than children in the Verbal condition after a two-week delay. Symbolic skills and shyness affected children's recall. Our findings suggest that considering young children's cognitive skills and temperamental traits may help facilitate their eyewitness recall.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
This research investigated whether symbolic understanding of pictures in low-functioning children with autism is mediated by iconicity and language. In Experiment 1, participants were taught novel ...words paired with unfamiliar pictures that varied in iconicity (black-and-white line drawings, greyscale photographs, colour line drawings, colour photographs). Unlike mental-age matched typically developing peers, children with autism generally mapped words onto pictures rather than depicted referents, however, they generalised labels more frequently in colour picture conditions. In Experiment 2, children with autism categorised a line drawing with its referent, rather than another picture, regardless of whether it was named. Typically developing children only viewed pictures as symbols when they were labelled. Overall, symbolic understanding of pictures in children with autism is facilitated by iconicity (particularly colour), but not language.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UILJ, UKNU, UL, UM, UPUK, VKSCE, VSZLJ, ZAGLJ
Previous studies report that minimally verbal children with autism spectrum disorder show impaired picture comprehension when matched to typically developing controls on language comprehension. Here, ...we compare both picture comprehension and picture production abilities in linguistically delayed children with autism spectrum disorder and typically developing controls matched on language comprehension and language production. Participants were 20 children with autism spectrum disorder (M age: 11.2 years) and 20 typically developing children (M age: 4.4 years) matched on age equivalents for receptive language (autism spectrum disorder, M: 4.6 years; typically developing, M: 4.5 years) and expressive language (autism spectrum disorder, M: 4.4 years; typically developing, M: 4.5 years). Picture comprehension was assessed by asking children to identify the three-dimensional referents of line drawings. Picture production was assessed by asking children to create representational drawings of unfamiliar objects and having raters identify their referents. The results of both picture tasks revealed statistically equivalent performance for typically developing children and children with autism spectrum disorder, and identical patterns of performance across trial types. These findings suggest that early deficits in pictorial understanding displayed by minimally verbal individuals may diminish as their expressive language skills develop. Theoretically, our study indicates that development in linguistic and pictorial domains may be inter-related for children with autism spectrum disorder (as is the case for typical development).
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
We investigated whether low-functioning children with autism generalise labels from colour photographs based on sameness of shape, colour, or both. Children with autism and language-matched controls ...were taught novel words paired with photographs of unfamiliar objects, and then sorted pictures and objects into two buckets according to whether or not they were also referents of the newly-learned labels. Stimuli matched depicted referents on shape and/or colour. Children with autism extended labels to items that matched depicted objects on shape
and
colour, but also frequently generalised to items that matched on only shape
or
colour. Controls only generalised labels to items that matched the depicted referent’s shape. Thus, low-functioning children with autism may not understand that shape constrains symbolic word–picture–object relations.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UILJ, UKNU, UL, UM, UPUK, VKSCE, VSZLJ, ZAGLJ
The advent of electronic tablets, such as Apple's iPad, has opened up the field of learning via technology, and the use of electronic applications ("apps") on these devices continues to dramatically ...rise. Children with communication and social impairment, specifically those with Autism Spectrum Disorder (ASD), often use educational and recreational apps within the context of their home and school settings. Here we examine in which contexts learning via this medium may be beneficial, and outline recommendations for the use of electronic tablets and the design features for apps to promote learning in this population that is characterized by a unique profile of needs and heterogeneous ability levels.
Understanding figurative language develops during middle childhood. Drawing can facilitate recall and may aid other aspects of linguistic expression. We examined whether children provide more ...symbolic interpretations of figurative statements in drawings relative to verbal explanations, and whether drawing facilitates overall symbolic interpretation. Ninety‐six children were split into three age groups (5–6, 7–8, and 9–10 years) in a between‐subjects design. In the ‘draw‐first’ condition, they were asked to depict then explain figurative statements (e.g., raining like cats and dogs), and in the ‘explain‐first’ condition, children were asked to explain before drawing. We coded for symbolic or literal content. Overall, children provided more symbolic responses for verbal explanations compared to drawings, with a developmental increase. More symbolic responses occurred in the ‘draw‐first’ condition compared to other task by condition combinations, suggesting drawing can facilitate subsequent symbolic verbal explanation. We discuss the links between drawings, figurative language, and development.
Statement of contribution
What is already known on this subject?
Understanding figurative language such as metaphor develops during childhood.
Drawing has been shown to aid recall and may aid other aspects of linguistic expression.
What the present study adds?
Drawing figurative expressions facilitates subsequent symbolic verbal explanations.
Children provide more symbolic interpretations in verbal explanations compared to drawings.
There is a developmental progression in these abilities.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
The shape bias—generalising labels to same shaped objects—has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism ...spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described. Children selected another from a shape, colour or texture match. TD children choose the shape match in both conditions, children with DD and ‘high-verbal mental age’ (VMA) children with ASD (language age > 4.6) did so in the name condition and ‘low-VMA’ children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UILJ, UKNU, UL, UM, UPUK, VKSCE, VSZLJ, ZAGLJ
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