Barton-Hulsey et al. present three case studies of dynamic assessment for an AAC device. Their results, per client, can’t be generalized to a broader population. However, the article presents clear and explicit methods for AAC evaluation and data collection, which may be worth clinical consideration.
Iarocci et al., in study of 174 children with and without autism, found that, “… exposure to a second language is not associated with an adverse impact on the communication and cognitive skills of children with ASD.” The authors acknowledge some of the common concerns of bilingualism in low-language children, and review research on the benefits of bilingualism in these children.
Morgan et al. show that cleft palate is a risk factor for language development, and that internationally-adopted children with cleft palate are at an even greater risk of low language skills (presumably because of the interruption in language as they switch from L1 to a new primary L2). We’ve talked about the impact of foreign adoption on language before.
Tenenbaum et al. examined visual conditions to support word learning in typically-developing children and those with autism spectrum disorder. They found that for children with autism (ages pre-K through early-elementary, with Preschool Language Scales (PLS) scores of at least 12 months, and producing at least single words), the children learned new object words better when the targeted object was held close to the speaker’s face while producing the word (but without covering the mouth), and that this supported word learning better than attention to the mouth alone or attention to the object alone.
Thurman et al. examine differences between the language skills of male children with fragile X and autism, and found that boys with fragile X have a relative strength in lexical skills compared to boys with autism.
Barton-Hulsey, A., Wegner, J., Brady, N.C., Bunce, B.H., & Sevcik, R.A. (2017) Comparing the effects of speech-generating device display organization on symbol comprehension and use by three children with developmental delays. American Journal of Speech–Language Pathology. Advance online publication. doi:10.1044/2016_AJSLP-15-0166.
Iarocci, G., Hutchison, S.M. & O’Toole, G.J. (2017). Second language exposure, functional communication, and executive function in children with and without autism spectrum disorder (ASD). Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-017-3103-7
Morgan, A.R., Bellucci, C.C., Coppersmith, J., Linde, S.B., Curtis, A., Albert, M., O'Gara, M.M., & Kapp-Simon, K. (2017). Language development in children with cleft palate with or without cleft lip adopted from non–English-speaking countries. American Journal of Speech–Language Pathology. Advance online publication. doi:10.1044/2016_AJSLP-16-0030.
Tenenbaum, E.J., Amso, D., Righi, G., & Sheinkopf, S.S. (2017). Attempting to “Increase intake from the input”: attention and word learning in children with autism. Journal of Autism and Developmental Disorders. Advance online publication. doi:10.1007/s10803-017-3098-0.
Thurman, A.J., McDuffie, A., Hagerman, R.J., Josol, C.K., & Abbeduto, L. (2017). Language skills of males with fragile X syndrome or nonsyndromic autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(3), 728–743.