Table of contents
List of tablesXIII
List of figuresXV
AcknowledgmentsXVII
PrefaceXIX
List of most frequent acronyms and abbreviationsXXI
Chapter 1.Basic concepts1
1.1Autism Spectrum Disorder: Definition and diagnostic criteria1
1.2Studying heterogeneity in autism3
1.3Main topics of the present work5
1.3.1Linguistic and intellectual abilities in ASD: How are they currently defined?6
1.3.2Growing up with two languages: Bilingualism in ASD10
1.3.3Interactive technologies: A novel approach for training language abilities in ASD11
1.4Structure of the book12
Chapter 2.Structural language and Autism Spectrum Disorder14
2.1Introduction14
2.2Heterogeneity of language abilities in ASD: How to disentangle it?14
2.3Pragmatics in ASD18
2.4Structural language in ASD: Some methodological considerations24
2.4.1Terminology26
2.5Scoping Review on structural language abilities in ASD28
2.5.1Search strategy, inclusion criteria and coding system29
2.6Structural language abilities in monolingual children on the autism spectrum32
2.6.1Articulation and Phonology in children on the autism spectrum32
2.6.1.1Articulatory abilities in children on the autism spectrum33
2.6.1.2Phonological abilities in children on the autism spectrum35
2.6.2General conclusion on articulatory and phonological abilities in children on the autism spectrum39
2.6.3Morphosyntax in children on the autism spectrum42
2.6.3.1Morphosyntactic abilities in children without intellectual impairment on the autism spectrum44
2.6.3.1.1Studies comparing morphosyntactic abilities in autistic children without intellectual impairment and TD children44
2.6.3.1.2Studies comparing morphosyntactic abilities in children with ASD-LI and children with DLD50
2.6.3.1.3Structural language in ASD: Is there an overlap with DLD?50
2.6.3.1.4Studies comparing morphosyntactic abilities in ASD-LI without intellectual impairment and children with DLD52
2.6.3.2Morphosyntactic abilities in autistic children with intellectual impairment55
2.6.3.2.1Morphosyntactic abilities in autistic children with and without intellectual impairment56
2.6.3.2.2Evaluation of morphosyntactic performance in studies including both autistic children with and without intellectual impairment and children with DLD60
2.6.4General conclusions on morphosyntactic abilities in children on the autism spectrum65
2.7General conclusions on structural language abilities in monolingual children on the autism spectrum67
2.8Structural language abilities in bilingual children on the autism spectrum69
2.8.1Introduction: What do we know about bilingualism in ASD69
2.8.2Morphosyntactic abilities in bilingual children on the autism spectrum71
2.8.3General conclusions on morphosyntactic abilities in bilingual children on the autism spectrum77
2.8.4The case of the Savant Christopher80
2.9General conclusions on structural language abilities in bilingual children on the autism spectrum80
Chapter 3.Repetition Tasks for evaluating language abilities in monolingual and bilingual children on the autism spectrum83
3.1Introduction83
3.2Exploring performance of monolingual and bilingual children on the autism spectrum via NWR and SR86
3.2.1Nonword Repetition (NWR) Tasks86
3.2.1.1Studies employing NWR tasks88
3.2.2General conclusions on NWR tasks94
3.2.3Final remarks and limitation of studies using NWR tasks103
3.2.4Sentence Repetition (SR) Tasks104
3.2.4.1Literature review on studies that employed SR tasks106
3.2.5General conclusions on SR tasks109
3.2.6Final remarks and limitation of studies using SR tasks119
3.3General conclusions on structural language abilities in monolingual and bilingual children on the autism spectrum: The use of repetition tasks120
3.4Summary and concluding remarks122
Chapter 4.Intelligence profiles in Autism Spectrum Disorder126
4.1Introduction126
4.2What do we know about intelligence in autism?128
4.2.1Performance of children on the autism spectrum: Discrepancies between RPM and FSIQ (WISC-IV)132
4.2.2Performance of children on the autism spectrum: Discrepancies between indices of the WISC-IV133
4.2.3Intellectual abilities in bilingual children on the autism spectrum136
4.2.4RPM and PRI: Most appropriate tools?139
4.2.5Conclusions for the evaluation of autistic intelligence141
4.3How intellectual abilities have been evaluated in studies assessing language abilities in children on the autism spectrum142
4.3.1Evaluation of intellectual abilities in studies assessing language skills in children on the autism spectrum: Description, limitations and hypothesis for the present study143
4.4General conclusions and direction of research for the present study156
Chapter 5.Autism severity and developmental factors157
5.1Introduction157
5.2Autism severity and linguistic/intellectual abilities: What do we know from currently used measures?158
5.3ADOS calibrated severity scores and CARS: The most appropriate measures163
5.4Developmental factors164
Chapter 6.Profiles in children on the autism spectrum: Insights from research166
6.1Introduction166
6.2The experimental study167
6.2.1Materials and methods167
6.2.1.1Participants168
6.2.1.2Experimental language tasks168
6.2.1.2.1LITMUS-NWR-French169
6.2.1.2.2LITMUS-SR–French172
6.2.1.2.3LITMUS-tasks: Data collection, procedure and coding174
6.2.1.3NV tasks177
6.2.1.4Severity of autism scores and developmental factors178
6.2.2Data analysis178
6.2.3Results179
6.2.3.1Reducing the number of factors in describing language and nonverbal ability profiles: PCA179
6.2.3.2Interim discussion181
6.2.3.3Cluster analyses181
6.3General conclusions and discussion186
Chapter 7.Interactive technologies for training language skills in children on the autism spectrum190
7.1Introduction190
7.2Interactive technologies for children on the autism spectrum191
7.3Interactive technologies for training language abilities in children on the autism spectrum194
7.3.1Computer-based applications195
7.3.1.1Advantages in using computer-based applications for training language skills in children on the autism spectrum198
7.3.2SAR for children on the autism spectrum199
7.3.2.1Advantages in using SAR for training language skills in children on the autism spectrum201
7.3.3(Embodied) Conversational Agents201
7.3.3.1Advantages of using ECA for training language skills in children on the autism spectrum202
7.4How to integrate interactive technology into speech therapy: The need of a multidisciplinary approach203
7.5Conclusions207
Chapter 8.Conclusions208
References225
Subject index
Language index
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