The relationship between standardized measures of language and measures of spontaneous speech in children with autism

American Journal of Speech-Language Pathology

Volumn 12, Issue 3, 2003, Pages 349-358

  Condouris, Karen ^a   Meyer, Echo ^b   Tager Flusberg, Helen ^a  

^a BOSTON UNIVERSITY SCHOOL OF MEDICINE   (United States)

^b Boston University School of Medicine ^*

Author keywords

Autism; MLU; NDWR; Spontaneous speech measures; Standardized language tests

Indexed keywords

ADOLESCENT; ARTICLE; AUTISM; CHILD; CLINICAL ARTICLE; CONTROLLED STUDY; FEMALE; HUMAN; LANGUAGE; LANGUAGE ABILITY; LINGUISTICS; MALE; SAMPLE; SCORING SYSTEM; SEMANTICS; SPEECH; STANDARDIZATION;

EID: 0141851405     PISSN: 10580360     EISSN: 15589110     Source Type: Journal    
DOI: 10.1044/1058-0360(2003/080)     Document Type: Article

References (44)

1. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
2. Bornstein, M. H., & Haynes, O. M. (1998). Vocabulary competence in early childhood: Measurement, latent construct, and predictive validity. Child Development, 69, 654-671.
3. Botting, N., Conti-Ramsden, G., & Crutchley, A. (1997). Concordance between teacher/therapist opinion and formal language assessment scores in children with language impairment. European Journal of Disorders of Communication, 32, 317-327.
4. Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
5. Cantwell, D., Baker, L., & Rutter, M. (1978). A comparative study of infantile autism and specific developmental receptive language disorder: IV. Analysis of syntax and language function. Journal of Child Psychology and Psychiatry, 19, 351-362.
6. Conti-Ramsden, G., Botting, N., Simkin, Z., & Knox, E. (2001). Follow-up of children attending infant language units: Outcomes at 11 years of age. International Journal of Language and Communication Disorders, 36, 207-219.
7. Craig, H. K., & Washington, J. A. (2000). An assessment battery for identifying language impairments in African American children. Journal of Speech, Language, and Hearing Research, 43, 366-379.
8. Dollaghan, C., Campbell, T., Paradise, J., Feldman, H., Janosky, J., Pitcairn, D., & Kurs-Lasky, M. (1999). Maternal education and measures of early speech and language. Journal of Speech, Language, and Hearing Research, 42, 1432-1443.
9. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: American Guidance Service.
10. Dunn, M., Flax, J., Sliwinski, M., & Aram, D. (1996). The use of spontaneous language measures as criteria for identifying children with specific language impairment: An attempt to reconcile clinical and research incongruence. Journal of Speech and Hearing Research, 39, 643-654.
11. Elliott, C. D. (1990). Differential Ability Scales: Introductory and technical handbook. New York: The Psychological Corporation.
12. Evans, J. (1996). SLI subgroups: Interaction between discourse constraints and morphological deficits. Journal of Speech and Hearing Research, 39, 655-660.
13. Goffman, L., & Leonard, J. (2000). Growth of language skills in preschool children with specific language impairment: Implications for assessment and intervention. American Journal of Speech-Language Pathology, 9, 151-161.
14. Kjelgaard, M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16, 287-308.
15. Klee, T. (1992). Developmental and diagnostic characteristics of quantitative measures of children's language production. Topics in Language Disorders, 12, 28-41.
16. Klee, T., Schaffer, M., May, S., Membrino, I., & Mougey, K. (1989). A comparison of the age-MLU relations in normal and specifically language impaired preschool children. Journal of Speech and Hearing Disorders, 54, 226-233.
17. Koegel, L. K., Koegel, R. L., & Smith, A. (1997). Variables related to differences in standardized test outcomes for children with autism. Journal of Autism and Developmental Disorders, 27, 233-243.
18. Lord, C., & Paul, R. (1997). Language and communication in autism. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 195-225). New York: Wiley.
19. Lord, C., & Pickles, A. (1996). Language level and nonverbal social-communicative behaviors in autistic and language-delayed children. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 1542-1550.
20. Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Lenventhal, B. L., DiLavore, P. S., et al. (2000). The Autism Diagnostic Observation Schedule-Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205-223.
21. Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659-685.
22. Miller, J. (1991). Quantifying productive language disorders. In J. Miller (Ed.), Research on child language disorders: A decade of progress (pp. 211-220). Austin, TX: Pro-Ed.
23. Miller, J., & Chapman, R. (2000). Systematic Analysis of Language Transcripts (SALT) [Computer software, SALT for Windows, Research Version 6.1]. Madison: University of Wisconsin, Language Analysis Lab.
24. Paul, R., & Cohen, D. (1985). Comprehension of indirect requests in adults with autistic disorders and mental retardation. Journal of Speech and Hearing Research, 28, 475-479.
25. Rescorla, L., Roberts, J., & Dahlsgaard, K. (1997). Late talkers at 2: Outcome at age 3. Journal of Speech and Hearing Research, 40, 556-566.
26. Restropo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398-1411.
27. Rollins, P. R., Snow, C., & Willett, J. (1996). Predictors of MLU: Semantic and morphological developments. First Language, 16, 243-259.
28. Rondal, J. A., Ghiotto, M., Bredart, S., & Bachelet, J. F. (1987). Age-relation, reliability, and grammatical validity of measures of utterance length. Journal of Child Language, 14, 433-446.
29. Rondal, J. A., Ghiotto, M., Bredart, S., & Bachelet, J. F. (1988). Mean length of utterance of children with Down syndrome. American Journal of Mental Retardation, 93, 64-66.
30. Scarborough, H. S. (1990). Index of Productive Syntax. Applied Psycholinguistics, 11, 1-22.
31. Scarborough, H. S., Rescorla, L., Tager-Flusberg, H., & Fowler, A. E. (1991). The relation of utterance length to grammatical complexity in normal and language-disordered groups. Applied Psycholinguistics, 12, 23-45.
32. Scarborough, H. S., Wyckoff, J., & Davidson, R. (1986). A reconsideration of the relation between age and mean utterance length. Journal of Speech and Hearing Research, 29, 394-399.
33. Semel, E., Wiig, E. H., & Secord, W. A. (1995). Clinical Evaluation of Language Fundamental (3rd ed.). San Antonio, TX: The Psychological Corporation/Harcourt Brace.
34. Sparrow, S. (1997). Developmentally based assessments. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 411-447). New York: Wiley.
35. Stevens, M. C., Fein, D. A., Dunn, M., Allen, D., Waterhouse, L., Feinstein, C., & Rapin, I. (2000). Subgroups of children with autism by cluster analysis: A longitudinal examination. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 346-352.
36. Tager-Flusberg, H. (1994). Dissociations in form and function in the acquisition of language by autistic children. In H. Tager-Flusberg (Ed.), Constraints on language acquisition: Studies of atypical children (pp. 175-194). Hillsdale, NJ: Erlbaum.
37. Tager-Flusberg, H. (2000a). The challenge of studying language development in children with autism. In L. Menn & N. Bernstein Ratner (Eds.), Methods for studying language production (pp. 313-331). Mahwah, NJ: Erlbaum.
38. Tager-Flusberg, H. (2000b). Understanding the language and communicative impairments in autism. In L. M. Glidden (Ed.), International review of research on mental retardation (Vol. 20, pp. 185-205). San Diego, CA: Academic Press.
39. Tager-Flusberg, H., & Anderson, M. (1991). The development of contingent discourse ability in autistic children. Journal of Child Psychology and Psychiatry, 32, 1123-1134.
40. Ukrainetz, T. A., & Blomquist, C. (2002). The criterion validity of four vocabulary tests compared with a language sample. Child Language Teaching and Therapy, 18, 59-78.
41. Watkins, R. V., Kelly, D. J., Harbers, H. M., & Hollis, W. (1995). Measuring children's lexical diversity: Differentiating typical and impaired language learners. Journal of Speech and Hearing Research, 38, 1349-1355.
42. Wiig, E. H., Secord, W., & Semel, E. (1992). Clinical Evaluation of Language Fundamentals-Preschool. San Antonio, TX: The Psychological Corporation/Harcourt Brace.
43. Wilkinson, K. M. (1998). Profiles of language and communication skills in autism. Mental Retardation and Developmental Disabilities Research Reviews, 4, 73-79.
44. Williams, K. T. (1997). Expressive Vocabulary Test. Circle Pines, MN: American Guidance Service.