{"id":282,"date":"2020-04-21T16:52:25","date_gmt":"2020-04-21T15:52:25","guid":{"rendered":"https:\/\/research.kent.ac.uk\/upgrade-rocs\/?p=282"},"modified":"2020-08-21T14:08:46","modified_gmt":"2020-08-21T13:08:46","slug":"non-word-repetition-impairment-in-autism-and-specific-language-impairment-evidence-for-distinct-underlying-cognitive-causes","status":"publish","type":"post","link":"https:\/\/research.kent.ac.uk\/rocs\/non-word-repetition-impairment-in-autism-and-specific-language-impairment-evidence-for-distinct-underlying-cognitive-causes\/","title":{"rendered":"Non-word Repetition Impairment in Autism and Specific Language Impairment: Evidence for Distinct Underlying Cognitive Causes"},"content":{"rendered":"

Find more information about the Kent authorhere<\/a>
\n<\/strong>Find the full paper here<\/a><\/strong><\/p>\n

About<\/span><\/b>\u202f<\/span>\u00a0<\/span><\/h2>\n

Although a structural language deficit is not a core characteristic of autism spectrum disorder (ASD), over 50% of individuals with ASD present clinical language impairments. Therefore, research has frequently compared ASD to another developmental disorder, <\/span>namely <\/span>specific language disorder (SLI). Currently, ASD and SLI are mutually exclusive diagnoses, although some research suggests that there is overlap between the two disorders<\/span><\/p>\n

More specifically, b<\/span>oth language-<\/span>impaired individuals with ASD<\/span> and individuals with <\/span>SLI <\/span>perform poorly on tests such as non-word repetition.<\/span> In a non-word repetition test, the participant listens to non-words spoken by the tester and repeats each immediately after hearing it.<\/span> It remains unknown whether the underlying causes of these language deficits may be different in each disorder. <\/span><\/p>\n

The current study <\/span>employs a novel task<\/span> looking at specific performance patterns during non-word repetition <\/span>to examine whether the underlying causes are different or similar.\u00a0<\/span>\u00a0<\/span><\/p>\n

Research Objectives<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0To assess whether language-impaired children with ASD show a similar profile of non-word repetition performance to that shown by individuals with SLI.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0To investigate whether non-word repetition impairments in ASD and in SLI have the same or different underlying causes.<\/span>\u00a0<\/span><\/p>\n

Programme and Methodology<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0Participants were language-impaired children with ASD, children with SLI and typically developing<\/span> (TD)<\/span> children. <\/span>One group of TD children <\/span>was matched<\/span> for chronological age, and one group for verbal mental age.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0All children complete a <\/span>novel non-word repetition task<\/span>, in which stimuli were manipulated systematically for three factors that have previously been shown to reveal differences in repetition accuracy<\/span> between children with SLI and TD <\/span>children. <\/span><\/p>\n

Findings<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0Compared to language-impaired participants with ASD, participants with SLI performed significantly less well overall.<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Compared to language-impaired participants with ASD, participants with SLI<\/span> showed qualitatively different patterns of performance.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u2022 \u00a0Compared to TD children matched for verbal mental age, language-impaired participants with ASD performed similar.\u00a0<\/span>\u00a0<\/span><\/p>\n

Impact<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0This project offered <\/span>new and important insight<\/span><\/b>\u00a0on <\/span>the underlying causes of non-word repetition deficits in children with autism and children with specific language impairment. <\/span><\/p>\n

\u2022 \u00a0The findings demonstrate that the underlying cognitive cause<\/span>s<\/span> of non-word repetition defici<\/span>ts are<\/span> different in each disorder.<\/span>\u00a0Children with ASD also show no more of a deficit than would be expected <\/span>on the basis of<\/span> their developmental language level. <\/span><\/p>\n

\u2022 \u00a0This project offers practical implications for educators <\/strong><\/span><\/p>\n

\u2022 \u00a0Language-impaired children with ASD and children with SLI will need different types of support with their language development.\u00a0<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Find more information about the Kent authorhere Find the full paper here About\u202f\u00a0 Although a structural language deficit is not a core characteristic of autism spectrum disorder (ASD), over 50% of individuals with ASD present clinical language impairments. Therefore, research has frequently compared ASD to another developmental disorder, namely specific language disorder (SLI). Currently, ASD […]<\/p>\n","protected":false},"author":610,"featured_media":297,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[9],"tags":[],"class_list":["post-282","post","type-post","status-publish","format-standard","hentry","category-autism"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/282","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/users\/610"}],"replies":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/comments?post=282"}],"version-history":[{"count":2,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/282\/revisions"}],"predecessor-version":[{"id":2823,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/282\/revisions\/2823"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media\/297"}],"wp:attachment":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media?parent=282"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/categories?post=282"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/tags?post=282"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}