Skip to Main Content

Journal of Modern Foreign Psychology
2022. Vol. 11, no. 4, 90–104
doi:10.17759/jmfp.2022110408
ISSN: 2304-4977 (online)

Modern Foreign Approaches to the Assessment of Different Linguistic Levels in Children with Autism Spectrum Disorders

194

U.A. Mamokhina, D.S. Pereverzeva, K.R. Salimova, E.F. Shvedovskiy, D.V. Davydov, E.Y. Davydova

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

The article presents an overview of studies on the problem of speech evaluation in childhood. We analyzed the material based on the model that describes 4 levels of language: phonetics and phonology, morphosyntax, semantics and pragmatics. The article contains the analysis of studies describing each level of language as well as existing approaches to its assessment, and reviews studies on language impairments in children with autism spectrum disorders. Additionally, the article contains a detailed analysis of existing foreign and Russian standardized methods for assessing speech development, showing which level of language organization (among each of the mentioned above methods) allows us to assess. It also describes the assessment procedures and evaluation. The review systematizes the available data on the approaches to atypical speech development in children with autism spectrum disorders.

General Information

Keywords: speech development, levels of speech organization, autism spectrum disorders (ASD), approaches to speech assessment, standardized diagnostic methods

Journal rubric: Medical Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2022110408

Funding. The reported study was funded within the framework of the state assignment of the Ministry of Education of the Russian Federation No 073-00110-22-06, 12.12.2022.

Received: 21.11.2022

Accepted:

For citation: Mamokhina U.A., Pereverzeva D.S., Salimova K.R., Shvedovskiy E.F., Davydov D.V., Davydova E.Y. Modern Foreign Approaches to the Assessment of Different Linguistic Levels in Children with Autism Spectrum Disorders [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 4, pp. 90–104. DOI: 10.17759/jmfp.2022110408. (In Russ., аbstr. in Engl.)

References

  1. Dorofeeva S.V., Reshetnikova V.A., Zyryanov A.S., Goranskaya D.N., Gordeeva E.A., Serebryakova M.N., Akhutina T.V., Dragoi O.V. Batareya testov dlya vyyavleniya osobennostei fonologicheskoi obrabotki u russkoyazychnykh detei: dannye normy i gruppy detei s disleksiei [A battery of tests to identify the features of phonological processing in Russian-speaking children: these norms and groups of children with dyslexia]. In Krylov A.K., Solov’ev V.D. (eds.), Vos'maya mezhdunarodnaya konferentsiya po kognitivnoi nauke [Eighth International Conference on Cognitive Science]: Tezisy dokladov. Svetlogorsk: 18—21 oktyabrya 2018 g. Moscow: Institut psikhologii RAN, 2018, pp. 331—333. (In Russ.).
  2. Ivanova A.E., Kardanova-Biryukova K.S. Sozdanie russkoyazychnoi versii mezhdunarodnogo instrumenta otsenivaniya rannikh navykov chteniya [Creation of a Russian-language version of the international instrument for assessing early reading skills]. Voprosy obrazovaniya [Educational Issues], 2019, no. 4, pp. 93—115. DOI:10.17323/1814-9545-2019-4-93-115 (In Russ.).
  3. Talantseva O.I., An Yu.O., Zhukova M.A., Trubitsyna A.N., Teedemaa A.V., Grigorenko E.L. Psikhometricheskie svoistva russkoyazychnoi versii «Yazykovykh shkal dlya doshkol'nikov» pyatogo peresmotra (PLS-5): issledovanie s pomoshch'yu klassicheskoi teorii testov i sovremennoi teorii testirovaniya [Psychometric Properties of the Preschool Language Scales, Fifth Edition (PLS-5) in Russian-Speaking Children: A Classical and Item Response Theory Study]. Klinicheskaya i spetsial'naya psikhologiya = Clinical Psychology and Special Education, 2022. Vol. 11, no. 2, pp. 174—195. DOI:10.17759/cpse.2022110211 (In Russ.).
  4. Mamokhina Yu., Pereverzeva D.S., Salimova K., Shvedovskii E., Davydov D., Davydova E. Standartizirovannye metody obsledovaniya rechi [Standardized methods of speech examination] [Elektronnyi resurs]: Tablitsa 1. 2022. 10 p. URL: https://www.researchgate.net/publication/365610698_Tablica_1_Standartizirovannye_metody_obsledovania_reci?channel=doi&linkId=637a8fc22f4bca7fd0783ed0&showFulltext=true (Accessed 21.11.2022). (In Russ.).
  5. Martin G.E., Bush L., Klusek J., Patel S., Losh M. A multimethod analysis of pragmatic skills in children and adolescents with fragile X syndrome, autism spectrum disorder, and Down syndrome. Journal of Speech, Language, and Hearing Research, 2018. Vol. 61, no. 12, pp. 3023—3037. DOI:10.1044/2018_JSLHR-L-18-0008
  6. Ahadi H. Investigating Syntax Comprehension in Persian-speaking Children with Autism. Iranian Rehabilitation Journal, 2019. Vol. 17, no. 3, pp. 187—196. DOI:10.32598/irj.17.3.187
  7. Jokel A., Armstrong E., Gabis L., Segal O. Associations and Dissociations among Phonological Processing Skills, Language Skills and Nonverbal Cognition in Individuals with Autism Spectrum Disorder. Folia Phoniatrica et Logopaedica, 2021. Vol. 73, no. 3, pp. 222—232. DOI:10.1159/000505744
  8. Dominick K.C., Davis N.O., Lainhart J., Tager-Flusberg H., Folstein S. Atypical behaviors in children with autism and children with a history of language impairment. Research in developmental disabilities, 2007. Vol. 28, no. 2, pp. 145—162. DOI:10.1016/j.ridd.2006.02.003
  9. Barokova M., Tager-Flusberg H. Commentary: Measuring Language Change Through Natural Language Samples. Journal of Autism and Developmental Disorders, 2020. Vol. 50, no. 7, pp. 2287—2306. DOI:10.1007/s10803-018-3628-4
  10. Marini A., Marotta L., Bulgheroni S., Fabbro F. Batteria per la Valutazione del Linguaggio in Bambini dai 4 ai 12 anni [Elektronnyi resurs]. Firenze, Italy: Giunti O.S., 2015. In GIUNTI: Psychometrics. URL: https://www.giuntipsy.it/catalogo/test/bvl-4-12 (Accessed 21.11.2022).
  11. Bishop D.V.M. The Children's communication checklist [Elektronnyi resurs]. London: Psychological Corporation, 2003. 4 p. URL: https://www.variety.org.au/vic/wp-content/uploads/2019/11/CCC-2Screener.pdf (Accessed 21.11.2022)
  12. Sorenson D.T., Karkada M., Deacon S.H., Smith I.M. Building Meaning: Meta-analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder. Autism Research, 2021. Vol. 14, no. 5, pp. 840—858. DOI:10.1002/aur.2483
  13. Carrow-Woolfolk E. CASL: Comprehensive Assessment of Spoken Language [Elektronnyi resurs]. Circle Pines, MN: American Guidance Services, 1999. In Pro-Ed. URL: https://www.proedinc.com/Products/Default.aspx?bookid=14564&bCategory=LOLA (Accessed 21.11.2022).
  14. Casenhiser D.M., Shanker S.G., Stieben J. Learning through interaction in children with autism: Preliminary data from a social-communication-based intervention. Autism, 2013. Vol. 17, no. 2, pp. 220—241. DOI:10.1177/1362361311422052
  15. Sukenik N., Morin E., Friedmann N., Prevost P., Tuller L. Coconuts and curtain cakes: The production of wh-questions in ASD. Autism & Developmental Language Impairments, 2021. Vol. 6, 19 p. DOI:10.1177/2396941520982953
  16. Dorofeeva S.V., Iskra E., Goranskaya D., Gordeyeva E., Serebryakova M., Zyryanov A., Akhutina T.V., Dragoy O. Cognitive Requirements of the Phonological Tests Affect Their Ability to Discriminate Children With and Without Developmental Dyslexia. Journal of Speech, Language, and Hearing Research, 2022. Vol. 65, no. 10, pp. 3809—3826. DOI:10.1044/2022_JSLHR-21-00687
  17. Dynia J.M., Lawton K., Logan J.A., Justice L.M. Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers. Topics in Early Childhood Special Education, 2014. Vol. 34, no. 3, pp. 142—153. DOI:10.1177/0271121414536784
  18. Wagner R.K., Torgesen J.K., Rashotte C.A., Pearson N.A. Comprehensive Test of Phonological Processing-2nd Ed. (CTOPP-2). Canadian Journal of School Psychology, 2015. Vol. 30, no. 2, pp. 155—162. DOI:10.1177/0829573514563280
  19. Dawson J.I., Stout C.E., Eyer J.A. SPELT-3: Structured Photographic Expressive Language Test—Third Edition. DeKalb, IL: Janelle Publications, 2003. In Pro-Ed. URL: https://www.proedinc.com/Products/12243/spelt3-structured-photographic-expressive-language-testthird-edition.aspx?bCategory=ola!gram (Accessed 10.11.2022).
  20. Mohamadi R., Ahmadi A., Kazemi M.D., Minaei A., Zeinab Damarchi Development of the Persian syntax comprehension test. International Journal of Pediatric Otorhinolaryngology, 2019. Vol. 124, pp. 22—29. DOI:10.1016/j.ijporl.2019.05.032
  21. Fleury V.P., Lease E.M. Early Indication of Reading Difficulty? A Descriptive Analysis of Emergent Literacy Skills in Children with Autism Spectrum Disorder. Topics in Early Childhood Special Education, 2018. Vol. 38(2), pp. 82—93. DOI:10.1177/0271121417751626
  22. Gabig C. Phonological Awareness and Word Recognition in Reading by Children with Autism. Communication Disorders Quarterly, 2010. Vol. 31, no. 2, pp. 67—85. DOI:10.1177/1525740108328410
  23. Huang T., Finestack L. Comparing Morphosyntactic Profiles of Children With Developmental Language Disorder or Language Disorder Associated With Autism Spectrum Disorder. American Journal of Speech-Language Pathology, 2020. Vol. 29, no. 2, pp. 714—731. DOI:10.1044/2019_AJSLP-19-00207
  24. Kendon A. Pragmatic functions of gestures: Some observations on the history of their study and their nature. Gesture, 2017. Vol. 16, no. 2, pp. 157—175. DOI:10.1075/gest.16.2.01ken
  25. Kim S.H., Junker D., Lord C. Observation of Spontaneous Expressive Language (OSEL): A new measure for spontaneous and expressive language of children with autism spectrum disorders and other communication disorders. Journal of autism and developmental disorders, 2014. Vol. 44, no. 12, pp. 3230—3244. DOI:10.1007/s10803-014-2180-0
  26. Koizumi M., Saito Y., Kojima M. Syntactic development in children with intellectual disabilities using structured assessment of syntax. Journal of Intellectual Disability Research, 2019. Vol. 63, no. 12, pp. 1428—1440. DOI:10.1111/jir.12684
  27. Krasileva K.E., Sanders S.J., Bal V.H. Peabody Picture Vocabulary Test: Proxy for Verbal IQ in Genetic Studies of Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 2017. Vol. 47, pp. 1073—1085. DOI:10.1007/s10803-017-3030-7
  28. Arutiunian V., Lopukhina A., Minnigulova A., Shlyakhova A., Davydova E., Pereverzeva D., Sorokin A., Tyushkevich S., Mamokhina U., Danilina K., Dragoy O. Language Abilities of Russian Primary-School-Aged Children with Autism Spectrum Disorder: Evidence from Comprehensive Assessment. Journal of Autism and Developmental Disorders, 2022. Vol. 52, no. 2, pp. 584—599. DOI:10.1007/s10803-021-04967-0
  29. Vogindroukas I., Stankova M., Chelas E.N., Proedrou A. Language and Speech Characteristics in Autism. Neuropsychiatric Disease and Treatment, 2022. Vol. 18, pp. 2367—2377. DOI:10.2147/NDT.S331987
  30. Taylor M.J., Charman T., Robinson E.B., Hayiou-Thomas M.E., Happé F., Dale P.S., Ronald A. Language and traits of autism spectrum conditions: evidence of limited phenotypic and etiological overlap. American Journal of Medical Genetics, 2014. Vol. 165, no. 7, pp. 587—595. DOI:10.1002/ajmg.b.32262
  31. AsbergJohnels J., Fernell E., Kjellmer L., Gillberg C., Norrelgen F. Language/cognitive predictors of literacy skills in 12-year-old children on the autism spectrum. Logopedics Phoniatrics Vocology, 2022. Vol. 47(3), pp. 166—170. DOI:10.1080/14015439.2021.1884897
  32. Lindamood C.H., Lindamood P.C. LAC-3: Lindamood Auditory Conceptualization Test [Elektronnyi resurs]. Austin, USA: Pro-Ed, 2004. In Pro-Ed. URL: https://www.proedinc.com/Products/10980/lac3-lindamood-auditory-conceptualization-testthird-edition.aspx (дата обращения 10.11.2022).
  33. Lonigan C.J., Shanahan T. Developing early literacy: Report of the national early literacy panel. A scientific synthesis of early literacy development and implications for intervention. Washington, DC: National Institute for Literacy, 2009. 260 p.
  34. Macizo P., Soriano M.F., Paredes N. Phonological and Visuospatial Working Memory in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 2016. Vol. 46, pp. 2956—2967. DOI:10.1007/s10803-016-2835-0
  35. McNally L. Semantics and pragmatics. Wiley Interdisciplinary Reviews: Cognitive Science, 2013. Vol. 4, no. 3, pp. 285—297. DOI:10.1002/wcs.1227
  36. Melby-Lervåg M., Lyster S.A., Hulme C. Phonological skills and their role in learning to read: a meta-analytic review. Psychological Bulletin, 2012. Vol. 138(2), pp. 322—352. DOI:10.1037/a0026744
  37. Colle L., Baron-Cohen S., Wheelwright S., van der Lely H.K.J. Narrative Discourse in Adults with High-Functioning Autism or Asperger Syndrome. Journal of Autism and Developmental Disorders, 2008. Vol. 38, no. 1, pp. 28—40. DOI:10.1007/s10803-007-0357-5
  38. Miller L.E., Burke J.D., Troyb E., Knoch K., Herlihy L.E., Fein D.A. Preschool predictors of school-age academic achievement in autism spectrum disorder. The Clinical Neuropsychologist, 2017. Vol. 31, no. 2, pp. 382—403. DOI:10.1080/13854046.2016.1225665
  39. Kover S.T., McDuffie A.S., Hagerman R.J., Abbeduto L. Receptive vocabulary in boys with autism spectrum disorder: cross-sectional developmental trajectories. Journal of Autism and Developmental Disorders, 2013. Vol. 43, pp. 2696—2709. DOI:10.1007/s10803-013-1823-x
  40. Jackson C.T., Fein D., Wolf J., Jones G., Hauck M., Waterhouse L., Feinstein C. Responses and sustained interactions in children with mental retardation and autism. Journal of autism and developmental disorders, 2003. Vol. 33, no. 2, pp. 115—121. DOI:10.1023/a:1022927124025
  41. Rubin E., Lennon L. Challenges in social communication in Asperger syndrome and high-functioning autism. Topics in language disorders, 2004. Vol. 24, no. 4, pp. 271—285. DOI:10.1097/00011363-200410000-00005
  42. Ruhl (Eliseeva) N., Gorobets E., Marini A. Toward the Standardization of the BVL_RU: An Instrument for Speech and Language Assessment of Russian-speaking Children. The Fifth International Luria Memorial Congress «Lurian Approach in International Psychological Science». KnE Life Sciences, 2018, pp. 267—276. DOI:10.18502/kls.v4i8.3284
  43. Scarborough H.S. Index of productive syntax. Applied psycholinguistics, 1990. Vol. 11, no. 1, pp. 1—22. DOI:10.1017/ S0142716400008262
  44. Schoen E., Paul R., Chawarska K. Phonology and vocal behavior in toddlers with autism spectrum disorders. Autism Research, 2011. Vol. 4, no. 3, pp. 177—188. DOI:10.1002/aur.183
  45. Kenan N., Zachor D.A., Watson L.R., Ben-Itzchak E. Semantic-Pragmatic Impairment in the Narratives of Children with Autism Spectrum Disorders. Frontiers in Psychology, 2019. Vol. 10, article ID 2756, 13 p. DOI:10.3389/fpsyg.2019.02756
  46. Zarokanellou V., Kotsopoulos A., Tafiadis D., Prentza A., Kolaitis G., Papanikolaou K. Specificity of phonological representations in school-age high-functioning ASD children. International Journal of Speech-Language Pathology, 2022. Vol. 3, pp. 1—11. DOI:10.1080/17549507.2022.2065030
  47. Kjellmer L., Fernell E., Gillberg C., Norrelgen F. Speech and language profiles in 4- to 6-year-old children with early diagnosis of autism spectrum disorder without intellectual disability. Neuropsychiatric Disease and Treatment, 2018. Vol. 14, pp. 2415—2427. DOI:10.2147/NDT.S171971
  48. Thomas H.R., Rooney T., Cohen M., Bishop S.L., Lord C., Kim S.H. Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children with Autism Spectrum Disorder. Autism Research, 2021. Vol. 14, no. 4, pp. 720—732. DOI:10.1002/aur.2408
  49. Sukenik N., Friedmann N. ASD Is Not DLI: Individuals with Autism and Individuals With Syntactic DLI Show Similar Performance Level in Syntactic Tasks, but Different Error Patterns. Frontiers in Psychology, 2018. Vol. 9, article ID 279, 21 p. DOI:10.3389/fpsyg.2018.00279
  50. Tager-Flusberg H., Kasari C. Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 2013. Vol. 6, no. 6, pp. 468—478. DOI: 10.1002/aur.1329
  51. Lopukhina A., Akinina J., Chrabaszcz A., Khudyakova M., Korkina I., Yurchenko A., Dragoy O. Test for assessment of language development in Russian “KORABLIK”. Proceedings of the Satellite of AMLaP conference “Typical and Atypical Language Development Symposium”. Moscow: HSE University, 2019, pp. 30—31.
  52. Westerveld M.F., Paynter J., Trembath D., Webster A.A., Hodge A.M., Roberts J. The emergent literacy skills of preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 2017. Vol. 47, pp. 424—438. DOI:10.1007/s10803-016-2964-5
  53. Shriberg L.D., Paul R., Black L.M., van Santen J.P. The hypothesis of apraxia of speech in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 2011. Vol. 41, pp. 405—426. DOI:10.1007/s10803-010-1117-5
  54. Treiman R., Zukowski A. Levels of phonological awareness. In Brady S.A., Shankweiler D.P. (eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Mahwah: Lawrence Erlbaum Associates Inc, 1991, pp. 67—83.
  55. Nowell S.W., Tomaszewski B., Steinbrenner J.R., Sam A.M., Odom S.L. Use of the Children’s Communication Checklist-2 in School-Aged Students with Autism: A Psychometric Analysis. Journal of Autism and Developmental Disorders, 2022. Vol. 52, no. 9, pp. 4089—4099. DOI:10.1007/s10803-021-05284-2
  56. Fenson L., Dale P.S., Reznick J.S., Bates E., Thal D.J., Pethick S.J. Variability in early communicative development. Monographs of the Society for Research in Child Development, 1994. Vol. 59, no. 5, pp. 1—173, discussion 174—85. DOI:10.2307/1166093
  57. Vigliocco G., Ponari M., Norbury C. Learning and processing abstract words and concepts: insights from typical and atypical development. Topics in Cognitive Science, 2018. Vol. 10, no. 3, pp. 533—549. DOI:10.1111/tops.12347
  58. Williams K.T. The Expressive Vocabulary Test [Elektronnyi resurs]. 2nd ed. Circle Pines, MN: AGS Publishing, 2007. URL: https://psycnet.apa.org/doiLanding?doi=10.1037%2Ft15094-000 (Accessed 10.11.2022).

Information About the Authors

Ulyana A. Mamokhina, Junior Researcher of the scientific laboratory of the Federal Resource Center for the Organization of Comprehensive Support to Children with ASD, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-2738-7201, e-mail: uliana.mamokhina@gmail.com

Darya S. Pereverzeva, PhD in Psychology, Senior Researcher of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-6881-3337, e-mail: dasha.pereverzeva@gmail.com

Ksenia R. Salimova, Junior Researcher of the Scientific laboratory of the Federal Resource Center for Organization of Comprehensive Support, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-6328-001X, e-mail: ksalimova@yandex.ru

Evgenii F. Shvedovskiy, methodologist of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders,researcher of the Laboratory of Comprehensive Language Research in Children with Autism & Developmental Disorders, executive secretary of the Journal "Autism & Developmental Disorders", Moscow State University of Psychology & Education, Moscow State University of Psychology & Education; junior researcher of the laboratory of clinical psychology, Mental Health Research Center; Neuropsychologist, Center of Health & Development of St.Luke; neuropsychologist, ABA-Center "My Planet", Moscow, Russia, ORCID: https://orcid.org/0000-0002-2834-7589, e-mail: shvedovskijef@mgppu.ru

Denis V. Davydov, PhD in Biology, Leading Researcher of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education (MSUPE), Moscow, Russia, ORCID: https://orcid.org/0000-0003-0993-3803, e-mail: davydovdv@mgppu.ru

Elizaveta Y. Davydova, PhD in Biology, Associate Professor, Leading Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Associate Professor of the Department of Differential Psychology and Psychophysiology Faculty of “Clinical and Special Psychology”, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5192-5535, e-mail: el-davydova@mail.ru

Metrics

Views

Total: 792
Previous month: 34
Current month: 11

Downloads

Total: 194
Previous month: 4
Current month: 2