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Compensation to Altered Auditory Feedback in Children With Developmental Language Disorder and Typical Development
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In: Communication Sciences and Disorders Publications (2021)
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Using implementation science to engage stakeholders and improve outcome measurement in a preschool speech-language service system
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In: Communication Sciences and Disorders Publications (2020)
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Effectiveness of a parent-implemented language intervention for late-to-talk children: a real-world retrospective clinical chart review
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In: Communication Sciences and Disorders Publications (2020)
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Establishing consensus among community clinicians on how to categorize and define preschoolers’ speech and language impairments at assessment
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In: Communication Sciences and Disorders Publications (2019)
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Exploring participation and impairment-based outcomes for Target Word™: A parent-implemented intervention for preschoolers identified as late-to-talk
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In: Communication Sciences and Disorders Publications (2019)
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The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial
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In: Communication Sciences and Disorders Publications (2019)
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Barriers to implementing evidence-based assessment procedures: Perspectives from the front lines in pediatric speech-language pathology
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In: Communication Sciences and Disorders Publications (2019)
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Effectiveness of a parent-implemented language intervention for late-to-talk children: A real-world retrospective clinical chart review ...
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Maturation in auditory event-related potentials explains variation in language ability in children
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In: Communication Sciences and Disorders Publications (2018)
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Maturation in auditory event-related potentials explains variation in language ability in children.
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In: Health and Rehabilitation Sciences Publications (2018)
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Meta-analysis of receptive and expressive language skills in autism spectrum disorder
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In: Communication Sciences and Disorders Publications (2015)
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Abstract:
© 2014 Elsevier Ltd. All rights reserved. Clinical anecdotes suggest that children with autism spectrum disorder (ASD) often show an atypical language profile in which expressive language exceeds receptive language competency. However, the few studies to directly explore this language profile have yielded inconsistent findings. This meta-analysis examined 74 studies that reported the receptive and expressive language performances of children and youth with ASD. Four potential predictors (age, language domain, source of language data, method of ASD diagnosis) were separately analyzed for their contribution to the relative receptive and expressive language impairment in ASD. Contrary to popular belief, the current meta-analyses found no evidence that an expressive advantage is common in ASD. Overall, children and youth with ASD showed equally impaired receptive and expressive language skills, both falling roughly 1.5 SD below peers with typical development. No discrepancies were found in receptive and expressive language across developmental stages, cognitive abilities, vocabulary, global language skills, caregiver report measures, clinician-administered measures, mixed method measures, or method of ASD diagnosis. Although some individual children with ASD may have an expressive-better-than-receptive language profile, this profile is not common enough to be a useful marker of ASD.
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Keyword:
Autism spectrum disorder; Communication Sciences and Disorders; Expressive; Language; Receptive
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URL: https://ir.lib.uwo.ca/scsdpub/25 https://doi.org/10.1016/j.rasd.2014.10.008
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Meta-analysis of receptive and expressive language skills in autism spectrum disorder
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In: Health and Rehabilitation Sciences Publications (2015)
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Exploring the persuasive writing skills of students with high-functioning Autism Spectrum Disorder
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Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children
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Language, reading, and math learning profiles in an epidemiological sample of school age children.
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In: Brain and Mind Institute Researchers' Publications (2013)
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