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Abstract
Professionals across disciplines who assess and teach students with language problems should develop their own standards for best professional practices to improve the diagnostic and treatment (instructional) services in schools and nonschool settings rather than assessing only for eligibility for categories of special education services according to federal and state special education laws. Participation of professionals from multiple disciplines on teams is necessary but not sufficient unless cross-disciplinary conceptual frameworks are developed and used. Best practices for assessment and intervention for ...
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Abstract
Professionals across disciplines who assess and teach students with language problems should develop their own standards for best professional practices to improve the diagnostic and treatment (instructional) services in schools and nonschool settings rather than assessing only for eligibility for categories of special education services according to federal and state special education laws. Participation of professionals from multiple disciplines on teams is necessary but not sufficient unless cross-disciplinary conceptual frameworks are developed and used. Best practices for assessment and intervention for ...
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Abstract
Cortical circuits in the brain are refined by experience during critical periods early in postnatal life. Critical periods are regulated by the balance of excitatory and inhibitory (E/I) neurotransmission in the brain during development. There is now increasing evidence of E/I imbalance in autism, a complex genetic neurodevelopmental disorder diagnosed by abnormal socialization, impaired communication, and repetitive behaviors or restricted interests. The underlying cause is ...
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Applied psychophysiology and biofeedback In Applied Psychophysiology and Biofeedback, Vol. 35, No. 2. (June 2010), pp. 147-161, doi:10.1007/s10484-009-9121-2
Abstract
In our previous study on individuals with autism spectrum disorder (ASD) (Sokhadze et al., Appl Psychophysiol Biofeedback 34:37-51, 2009a) we reported abnormalities in the attention-orienting frontal event-related potentials (ERP) and the sustained-attention centro-parietal ERPs in a visual oddball experiment. These results suggest that individuals with autism over-process information needed for the successful differentiation of target and novel stimuli. In the present study we examine the ...
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Abstract
A leading hypothesis to explain the social dysfunction in people with autism spectrum disorders (ASD) is that they exhibit a deficit in reward processing and motivation specific to social stimuli. However, there have been few direct tests of this hypothesis to date. Here we used an instrumental reward learning task that contrasted learning with social rewards (pictures of positive and negative faces) against learning with ...
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Abstract
Autism spectrum disorders (ASD) and attention deficit/hyperactivity disorder (ADHD) are very common developmental disorders which share some similar symptoms of social, emotional, and attentional deficits. This study is aimed to help understand the differences and similarities of these deficits using analysis of dense-array event-related potentials (ERP) during an illusory figure recognition task. Although ADHD and ASD seem very distinct, they have been shown to share ...
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Abstract
It has been reported that individuals with autism spectrum disorder (ASD) have abnormal responses to the sensory environment. For these individuals sensory overload can impair functioning, raise physiological stress, and adversely affect social interaction. Early-stage (i.e. within 200ms of stimulus onset) auditory processing abnormalities have been widely examined in ASD using event-related potentials (ERP), while ERP studies investigating early-stage visual processing in ASD are less ...
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Abstract
INTRODUCTION: Error monitoring and correction is one of the executive functions and is important for effective goal directed behavior. Deficient executive functioning, including reduced error monitoring ability, is one of the typical features of such neurodevelopmental disorders as autism, probably related to perseverative responding, stereotyped repetitive behaviors, and an inability to accurately monitor ongoing behavior. Our prior studies of behavioral and event-related potential (ERP) measures ...
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Abstract
Studies report error-processing abnormalities in high-functioning individuals with Autism Spectrum Disorders (ASD) that may be influenced by intelligence and autism severity. Error processing can be measured using the error-related negativity (ERN) and post-error positivity (Pe) components of the event-related potential (ERP), along with behavioral indices such as post-error reaction time (RT) slowing. We used a modified Flanker task to test the hypothesis that high-functioning individuals ...
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Abstract
Problems with reward system function have been posited as a primary difficulty in autism spectrum disorders. The current study examined an electrophysiological marker of feedback monitoring, the feedback-related negativity (FRN), during a monetary reward task. The study advanced prior understanding by focusing exclusively on a developmental sample, applying rigorous diagnostic characterization and introducing an experimental paradigm providing more subtly different feedback valence (reward versus non-reward ...
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Abstract
Retrospective research studies, videotape analyses of children later diagnosed with autism spectrum disorders (ASD), and recent studies on younger siblings of children diagnosed with ASD, at high-risk of ASD, provide evidence of the early signs of ASD in children as young as 12 months. This article provides a review of early identification, diagnostic assessment, and treatment for young children (0-5 years old) with ASD. Several ...
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Abstract
Core impairments in social and communicative behaviors are among the defining characteristics of autism spectrum disorder (ASD), making this a model syndrome for investigating the mechanisms that underlie social cognition and behavior. Current research is exploring the origins of social impairments in prospective longitudinal studies of infants who are at high risk for ASD, defined as having an older sibling with the disorder. Behavioral studies that have followed these infants through to outcomes have found that during the early months of ...
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Abstract
The presence of autism-related traits has been well documented in undiagnosed family members of individuals with autism spectrum disorder (ASD). The most common finding is mild impairments in social and communication skills that are similar to those shown by individuals with autism, but exhibited to a lesser degree. Termed the broader autism phenotype (BAP), these traits suggest a genetic liability for autism-related traits in families. ...
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Revista de neurologia, Vol. 44 Suppl 2 (2 March 2007)
Abstract
Autism involves a basic impairment in social cognition. Abnormalities in social behavior coexist with aberrant attention and deficient language. In the attentional domain, attention to people and socially relevant stimuli is impaired. Also children with autism spectrum disorders (ASD) are characterized by impairments in face recognition and decreased attention to faces. ...
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Abstract
The social motivation hypothesis of autism posits that infants with autism do not experience social stimuli as rewarding, thereby leading to a cascade of potentially negative consequences for later development. While possible downstream effects of this hypothesis such as altered face and voice processing have been examined, there has not been a direct investigation of social reward processing in autism. Here we use functional magnetic ...
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Journal of Child Psychology and Psychiatry, Vol. 54, No. 2. (1 February 2013), pp. 195-205, doi:10.1111/jcpp.12037
by Deborah Fein, Marianne Barton, Inge-Marie Eigsti, et al.Elizabeth Kelley, Letitia Naigles, Robert T. Schultz, Michael Stevens, Molly Helt, Alyssa Orinstein, Michael Rosenthal, Eva Troyb, Katherine Tyson
Abstract
Background:  Although autism spectrum disorders (ASDs) are generally considered lifelong disabilities, literature suggests that a minority of individuals with an ASD will lose the diagnosis. However, the existence of this phenomenon, as well as its frequency and interpretation, is still controversial: were they misdiagnosed initially, is this a rare event, did they lose the full diagnosis, but still suffer significant social and communication impairments or did they lose all symptoms of ASD and function socially within the normal range? Methods:  The ...
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Abstract
The primary purpose of the study was to compare intervention approaches for children with auditory processing disorder (APD): bottom-up training including activities focused on auditory perception, discrimination, and phonological awareness, and top-down training including a range of language activities. Another purpose was to determine the benefits of personal FM systems. ...
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Abstract
Human brain maturation is a complex, lifelong process that can now be examined in detail using neuroimaging techniques. Ongoing projects scan subjects longitudinally with structural magnetic resonance imaging (MRI), enabling the time-course and anatomical sequence of development to be reconstructed. Here, we review recent progress on imaging studies of development. We focus on cortical and subcortical changes observed in healthy children, and contrast them with ...
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Abstract
The ability to identify letters and encode their position is a crucial step of the word recognition process. However and despite their word identification problem, the ability of dyslexic children to encode letter identity and letter-position within strings was not systematically investigated. This study aimed at filling this gap and further explored how letter identity and letter-position encoding is modulated by letter context in developmental ...
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Abstract
CASE: Marcus is a handsome, sweet, 7½-year-old boy with a significant history of delayed development, specifically in speech and language skills, as well as difficulties with social interactions that have led other specialists to be concerned about a diagnosis of an autism spectrum disorder. He has been seen in our primary care practice since birth. He was born full-term after vaginal delivery weighing 6 pounds, 6 ounces. There were no pregnancy or delivery complications noted. Genetic testing revealed normal chromosomes, fragile X, ...
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Abstract
The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups that are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, whereas students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. The authors use the Education Longitudinal Study of 2002 to describe ...
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Abstract
To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color’s access to an equitable education. Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of race, culture, language, and disability is an urban education issue; (b) how issues of ...
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posted to disability special_education
by dolfrog
to the group Special Education
on 2012-08-06 11:38:05
Abstract
From a disability studies (DS) perspective, the authors analyze how the historical conflation of disability with other identity factors and the ideology of normalcy contribute to the disproportionality problem in K–12 special education. They argue that this conflation and ideology make labeling and segregated education seem natural and legitimate for students carrying the high-incidence, legally defined labels Learning Disabled (LD), Mentally Retarded (MR), and Emotionally Disturbed (ED). The authors then apply their insights to the scant literature on college access for ...
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Abstract
The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices ...
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Abstract
Multisensory learning and resulting neural brain plasticity have recently become a topic of renewed interest in human cognitive neuroscience. Music notation reading is an ideal stimulus to study multisensory learning, as it allows studying the integration of visual, auditory and sensorimotor information processing. The present study aimed at answering whether multisensory learning alters uni-sensory structures, interconnections of uni-sensory structures or specific multisensory areas. In a ...
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Abstract
OBJECTIVE: The aim of the research was to investigate auditory processing abilities in children with reading disorders using electrophysiological and behavioral tasks. METHODS: Differences in auditory processing between control, compensated (age appropriate reading skills with a history of reading disorder), and reading disordered groups were systematically investigated. RESULTS: The reading disorder group had significantly lower results than control and compensated reader groups for most tests in the reading and auditory processing test battery. All children with a reading disorder did not pass at least ...
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Abstract
The fluency and the reliability of speech production suggest a mechanism that links motor commands and sensory feedback. Here, we examined the neural organization supporting such links by using fMRI to identify regions in which activity during speech production is modulated according to whether auditory feedback matches the predicted outcome or not and by examining the overlap with the network recruited during passive listening to ...
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Abstract
The last decade has generated much interest in the genetics of developmental disorders. This interest, in part, is focused on two issues: the specificity/generality and the type/frequency of the genetic mechanisms involved. First, it appears that studies are more fruitful and their results more replicable, broadly speaking, when they conceptualize ...
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Abstract
Speech-language pathologists, special education teachers, and occupational therapists are all likely to encounter individuals with complex communication needs who require augmentative and alternative communication (AAC) in clinical and educational practice. The research on preservice AAC training for these professionals was thus reviewed to investigate the adequacy and effectiveness of current practices. Results indicate that many preservice programs offer minimal AAC training, faculty members have minimal ...
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Abstract
DEVELOPMENTAL TRAINING STUDIES ARE IMPORTANT TO INCREASE OUR UNDERSTANDING OF THE POTENTIAL OF THE DEVELOPING BRAIN BY PROVIDING ANSWERS TO QUESTIONS SUCH AS: "Which functions can and which functions cannot be improved as a result of practice?," "Is there a specific period during which training has more impact?," and "Is it always advantageous to train a particular function?"In addition, neuroimaging methods provide valuable information about ...
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by P. H. T. Leppänen, J. A. Hämäläinen, T. K. Guttorm, et al.K. M. Eklund, H. Salminen, A. Tanskanen, M. Torppa, A. Puolakanaho, U. Richardson, R. Pennala, H. Lyytinen
Abstract
In Jyväskylä Longitudinal Study of Dyslexia, we have investigated neurocognitive processes related to phonology and other risk factors of later reading problems. Here we review studies in which we have investigated whether dyslexic children with familial risk background would show atypical auditory/speech processing at birth, at six months and later before school and at school age as measured by brain event-related potentials (ERPs), and how infant ERPs are related to later pre-reading cognitive skills and literacy outcome. One half of the ...
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Abstract
Pre-linguistic sensory deficits, especially in "temporal" processing, have been implicated in developmental language impairment (LI). However, recent evidence has been equivocal with data suggesting problems in the spectral domain. The present study examined event-related potential (ERP) measures of auditory sensory temporal and spectral processing, and their interaction, in typical children and those with LI (7-17 years; n=25 per group). The stimuli were three CV syllables ...
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Journal of Korean medical science, Vol. 22, No. 4. (August 2007), pp. 656-659
Abstract
In addition to aberrant features in the speech, children with Autism Spectrum Disorder (ASD) may present unusual responses to sensory stimuli, especially to auditory stimuli. We investigated the auditory ability of children with ASD by using Auditory Brainstem Responses (ABR) as they can directly judge both hearing status and the integrity of auditory brainstem pathways. One hundred twenty-one children (71: ASD; M 58/ F 13, ...
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Abstract
Orton-Gillingham (OG) and Orton-Gillingham—based reading instructional programs are commonly implemented reading programs in the United States. Twelve studies that employed quasi-experimental or experimental designs are reviewed. These studies included elementary students, adolescents, and college students. Of the 12 studies, 5 reported that the OG instruction was more effective than were comparison or control interventions for all measured outcomes, 4 reported that the OG instruction was more effective for at least 1 (but not all) outcomes in comparison to other intervention(s), 2 ...
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Abstract
Community participation by people with lifelong disability is not a new concept. Yet, within the field of disability there is ongoing debate about the barriers to participation and how these can be solved. At a practical level, participation remains an issue that is often misunderstood by many who seek to promote the integration of adults with lifelong disability into the community. Community presence alone does not denote participation or integration. Furthermore, the role of the speech-language pathologist is rarely, if ever, ...
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Abstract
PurposeThe purpose of this study was to test Bedore and Leonard's (1998) proposal that a verb morpheme composite may hold promise as a clinical marker for specific language impairment (SLI) in English speakers and serve as an accurate basis for the classification of children with and without SLI beyond the preschool level. MethodThe language transcripts of 50 school-age children with SLI (Mage = 7;9 [years;months]) and 50 age-matched typically developing peers (Mage = 7;9) were analyzed. Following the Bedore and Leonard ...
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Abstract
PurposeThis project investigated the relationship of content and form in the narratives of school-age children. MethodTwo samples of children with specific language impairment (SLI) and their age-matched peers (British Columbia sample, M age = 9;0 [years;months], N = 26; Texas/Kansas sample, M age = 7;6, N = 40) completed the Test of Narrative Language (TNL; Gillam & Pearson, 2004). The relative strength of content elaboration and grammatical accuracy were measured for each child using variables derived from the TNL scoring system ...
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J Speech Lang Hear Res, Vol. 43, No. 2. (1 April 2000), pp. 324-339
Abstract
Language performance in naturalistic contexts can be characterized by general measures of productivity, fluency, lexical diversity, and grammatical complexity and accuracy. The use of such measures as indices of language impairment in older children is open to questions of method and interpretation. This study evaluated the extent to which 10 general language performance measures (GLPM) differentiated school-age children with language learning disabilities (LLD) from chronological-age (CA) and language-age (LA) peers. Children produced both spoken and written summaries of two educational videotapes ...
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Abstract
Young children with pervasive developmental disorder were randomly assigned to intensive treatment or parent training. The intensive treatment group (7 with autism, 8 with pervasive developmental disorder not otherwise specified--NOS) averaged 24.52 hours per week of individual treatment for one year, gradually reducing hours over the next 1 to 2 years. The parent training group (7 with autism, 6 with pervasive developmental disorder NOS) received ...
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by Jonathan Green, Tony Charman, Helen McConachie, et al.Catherine Aldred, Vicky Slonims, Pat Howlin, Ann Le Couteur, Kathy Leadbitter, Kristelle Hudry, Sarah Byford, Barbara Barrett, Kathryn Temple, Wendy Macdonald, Andrew Pickles, PACT Consortium
Abstract
BACKGROUND: Results of small trials suggest that early interventions for social communication are effective for the treatment of autism in children. We therefore investigated the efficacy of such an intervention in a larger trial. METHODS: Children with core autism (aged 2 years to 4 years and 11 months) were randomly assigned in a one-to-one ratio to a parent-mediated communication-focused (Preschool Autism Communication Trial [PACT]) intervention or treatment as usual at three specialist centres in the UK. Those assigned to PACT were also given treatment ...
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Abstract
It is possible that many benefits may be found for all concerned in education and child development in understanding how knowledge of the brain and its development can inform early years practice. This article, written by Brenda Peters and Chris Forlin, both from the Hong Kong Institute of Education, reviews literature based on neuroscience to establish potential links with teaching and learning, in an attempt to identify the most appropriate pedagogical support for children with autistic spectrum disorder (ASD). Two key ...
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Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, Vol. 37, No. 1. (3 January 2008), pp. 8-38, doi:10.1080/15374410701817808
Abstract
Early intervention for children with autism is currently a politically and scientifically complex topic. Randomized controlled trials have demonstrated positive effects in both short-term and longer term studies. The evidence suggests that early intervention programs are indeed beneficial for children with autism, often improving developmental functioning and decreasing maladaptive behaviors and symptom severity at the level of group analysis. Whether such changes lead to significant ...
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Abstract
In this article, Dr Amanda Kirby, medical director at the Dyscovery Centre in Cardiff, Rhys Davies, a researcher for the School of Education at the University of Wales, and Amy Bryant, a psychology student at Cardiff University, report on their investigations into teachers' and general practitioners' (GPs') knowledge of six specific learning difficulties. It was hypothesised that the knowledge of both groups would be similar. The recent development of a labelling culture has resulted in confusion over the terms and the ...
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Abstract
To what extent are students with intellectual disabilities included in regular education classrooms in the United States? Although inclusion is an accepted best practice in special education, little progress has been made in including students with intellectual and other developmental disabilities. Using historical and the most recent available federal data, I explored the percentage of students with intellectual disabilities who are fully included in regular education classrooms, both nationally and in individual states. States are rank ordered by the percentage of ...
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Abstract
Autism spectrum disorder (ASD) refers to a syndrome of social communication deficits and repetitive behaviors or restrictive interests. It remains a behaviorally defined syndrome with no reliable biological markers. The goal of this review is to summarize the available neuroimaging data and examine their implication for our understanding of the neurobiology of ASD.Although there is variability in the literature on structural magnetic resonance literature (MRI), ...
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Abstract
The brain activation of a group of high-functioning autistic participants was measured using functional magnetic resonance imaging during the performance of a Tower of London task, in comparison with a control group matched with respect to intelligent quotient, age, and gender. The 2 groups generally activated the same cortical areas to similar degrees. However, there were 3 indications of underconnectivity in the group with autism. First, the degree of synchronization (i.e., the functional connectivity or the correlation of the time series ...
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Abstract
The brain activation of a group of high-functioning autistic participants was measured using functional MRI during sentence comprehension and the results compared with those of a Verbal IQ-matched control group. The groups differed in the distribution of activation in two of the key language areas. The autism group produced reliably more activation than the control group in Wernicke's (left laterosuperior temporal) area and reliably less activation than the control group in Broca's (left inferior frontal gyrus) area. Furthermore, the functional connectivity, ...
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Abstract
10.1177/0956797609355563 Although language is an effective vehicle for communication, it is unclear how linguistic and communicative abilities relate to each other. Some researchers have argued that communicative message generation involves perspective taking (), and—crucially—that mentalizing depends on language. We employed a verbal communication paradigm to directly test whether the generation of a communicative action relies on mentalizing and whether the cerebral bases of communicative message generation are distinct from parts of cortex sensitive to linguistic variables. We found that dorsomedial prefrontal ...
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Abstract
The last decade has produced an explosion in neuroscience research examining young children's early processing of language. Noninvasive, safe functional brain measurements have now been proven feasible for use with children starting at birth. The phonetic level of language is especially accessible to experimental studies that document the innate state and the effect of learning on the brain. The neural signatures of learning at the ...
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Abstract
Dyslexic and control first-grade school children were compared in a Symbol-to-Sound matching test based on a non-linguistic audiovisual training which is known to have a remediating effect on dyslexia. Visual symbol patterns had to be matched with predicted sound patterns. Sounds incongruent with the corresponding visual symbol (thus not matching the prediction) elicited the N2b and P3a event-related potential (ERP) components relative to congruent sounds ...
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