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dc.contributor.authorTrembath, David
dc.contributor.authorWesterveld, Marleen F
dc.contributor.authorTeppala, Srinivas
dc.contributor.authorThirumanickam, Abirami
dc.contributor.authorSulek, Rhylee
dc.contributor.authorRose, Veronica
dc.contributor.authorTucker, Madonna
dc.contributor.authorPaynter, Jessica
dc.contributor.authorHetzroni, Orit
dc.contributor.authorKeen, Deb
dc.contributor.authorVivanti, Giacomo
dc.date.accessioned2020-01-20T06:00:47Z
dc.date.available2020-01-20T06:00:47Z
dc.date.issued2019
dc.identifier.issn1939-3792
dc.identifier.doi10.1002/aur.2075
dc.identifier.urihttp://hdl.handle.net/10072/382785
dc.description.abstractChildren with autism spectrum disorder (ASD) commonly present with comorbid language impairment, negatively impacting their learning and participation across settings. Addressing these needs requires a detailed understanding of their communication trajectories. In this study, we used the language environment and analysis (LENA) system to examine possible changes in children's (a) vocalizations and (b) ratio of speech to nonspeech vocalizations over a 10-month period. Data for 23 children with ASD (17M, 6F; ages 32–67 months) were analyzed, including monthly 3-hr in-class recordings and standardized measures of language, cognition, and ASD characteristics. Using hierarchical generalized linear models, we found significant time-trends for child vocalizations (P ≤ 0.001) and the vocalization ratio (P = 0.02), reflecting a waxing and waning pattern. Children with higher expressive language scores (Mullen scales of early learning, Vineland adaptive behavior scales – 2nd Ed.) and nonverbal cognition (Mullen scales of early learning), and fewer ASD characteristics (social communication questionnaire) demonstrated greater increases in the vocalization ratio over time (P values 0.04–0.01). Children with greater language and cognition difficulties were the most vocal, but produced a higher proportion of nonspeech vocalizations. The results demonstrate that significant fluctuations, as opposed to linear increases, may be observed in children with ASD receiving intervention, highlighting the value of assessment at multiple time-points. In addition, the findings highlight the need to consider both the quantity (vocalization counts) and quality (ratio of speech to nonspeech vocalizations) when interpreting LENA data, with the latter appearing to provide a more robust measure of communication. Autism Research 2019. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Abstract: In this study, we examined possible changes in speech and nonspeech vocalizations in 23 children with autism attending a comprehensive early intervention program over a 10-month period. Contrary to our expectation, we observed a waxing and waning pattern of change in children's vocalizations over time, rather than a steady increase. We also found evidence to suggest that looking at the quality of children's vocalizations (i.e., the ratio of speech to nonspeech vocalizations) provides a more accurate picture of children's development than simply looking at the quantity (i.e., how frequently they vocalize).
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherWiley Blackwell
dc.relation.ispartofpagefrom830
dc.relation.ispartofpageto842
dc.relation.ispartofissue5
dc.relation.ispartofjournalAutism Research
dc.relation.ispartofvolume12
dc.relation.urihttp://purl.org/au-research/grants/NHMRC/APP1071811
dc.relation.grantIDAPP1071811
dc.relation.fundersNHMRC
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchClinical Sciences
dc.subject.fieldofresearchNeurosciences
dc.subject.fieldofresearchcode1701
dc.subject.fieldofresearchcode1103
dc.subject.fieldofresearchcode1109
dc.titleProfiles of vocalization change in children with autism receiving early intervention
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPost-print
gro.rights.copyright© 2019 International Society for Autism Research, Wiley Periodicals, Inc.. This is the peer reviewed version of the following article: Profiles of vocalization change in children with autism receiving early intervention, Autism Research, Volume 12, Issue 5, Pages 830-842, 2019, which has been published in final form at https://doi.org/10.1002/aur.2075. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-828039.html)
gro.hasfulltextFull Text
gro.griffith.authorTrembath, David
gro.griffith.authorWesterveld, Marleen F.
gro.griffith.authorSulek, Rhylee P.
gro.griffith.authorPaynter, Jessica M.
gro.griffith.authorKeen, Deb A.
gro.griffith.authorTeppala, Sri
gro.griffith.authorThirumanickam, Abi
gro.griffith.authorRose, Veronica J.
gro.griffith.authorTucker, Madonna N.


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