Literature Search Question
What does the literature in psychology tell us about the effects autism have on kid’s communication skills.
Park, C. J., Yelland, G. W., Taffe, J. R., & Gray, K. M. (2012). Brief report: The relationship between language skills, adaptive behavior, and emotional and behavior problems in pre-schoolers with autism. Journal of Autism and Developmental Disorders, 42(12), 2761-6. doi:http://dx.doi.org.library.capella.edu/10.1007/s10803-012-1534-8
This study investigated the relationship between structural language skills, and communication skills, adaptive behavior, and emotional and behavior problems in pre-school children with autism. Participants were aged 3–5 years with autism (n = 27), and two comparison groups of children with developmental delay without autism (n = 12) and typically developing children (n = 20). The participants were administered standardized tests of structural language skills, and parents completed the Vineland Adaptive Behavior Scales and the Developmental Behavior Checklist. Results indicated that for children with autism, communication skills, and in particular receptive communication skills, were associated with social and daily living skills, and behavior problems. Receptive structural language skills were associated with expressive communication skills. There were no associations found between structural language skills and social or daily living skills, nor behavior problems. The results of this study suggest that communication skills are more closely linked to functional and behavioral outcomes in autism than structural language skills.
Ellis Weismer, S., Lord, C., & Esler, A. (2010). Early language patterns of toddlers on the autism spectrum compared to toddlers with developmental delay. Journal of Autism and Developmental Disorders, 40(10), 1259-73. doi:http://dx.doi.org.library.capella.edu/10.1007/s10803-010-0983-1
This study characterized early language abilities in toddlers with autism spectrum disorders (n = 257) using multiple measures of language development, compared to toddlers with non-spectrum developmental delay (DD, n = 69). Findings indicated moderate to high degrees of agreement among three assessment measures (one parent report and two direct assessment measures). Performance on two of the three measures revealed a significant difference in the profile of receptive–expressive language abilities for toddlers with autism compared to the DD group, such that toddlers with autism had relatively more severe receptive than expressive language delays. Regression analyses examining concurrent predictors of language abilities revealed both similarities in significant predictors (nonverbal cognition) and differences (frequency of vocalization, imitation) across the diagnostic groups