Ministry of higher education and scientific reseqrch

*Faculty of social science

*Department of psychology, educational sciences and

orthophony

*Ortthophony specialty

*Third year ,orthophony

Receptive language in children with autism spectrum

Disorder
/A comparative study /

*Names of students : * professor:

* Amina marya benouda
*Bedra khawla
*Djorf halima
*Boudali bouchra

2023/2024
Interoduction:
The study aimed to know the nature of receptive language, its
characteristics, and the extent of the impact of its presence on a
sample of autistic children integrated into clinics and special
centers, where specialists had an effective role in improving the
language for children who underwent artiophonic sponsorship,
after applying both the PIP and CARS tests, which were chosen.
The sample was purposive and consisted of children of male
gender whose ages ranged between 8 and 14 years. In this study,
we relied on the descriptive approach, observation, and interviews
with the sample.
Pervious studies :

The first pervious study :

Title : Teaching receptive language to children with autism /A selective

Overview
Autors : Lillian V. Pelios & Amy Sucharzewski
Affiiliation of the authors : THE BEHAVIOR ANALYST
TODAY magazine, VOLUME 4, ISSUE NO. 4

Publicatin date : 2004

Website : google scholar

The varaibles : Receptive language, autistic child , Early and
Intensive Behavioral Intervention

Difintion :

1-Receptive language : it is a language skill that develops from

childhood and means the ability to understand words gestures

2- Autistic child : a child with a neurodevlomental discorder that

leadsto poor communication , behavioral problems , and difficulty
in learning

3- Early and intensive behavioral intervention: it is a specific

application that falls within applied behavior analysis to teach new
skills intensively, and is used as an evaluation tool to develop
programs that suit the needs and requirements of each child, and
aims to reduce the symptoms of autism and increase the child’s
learning rate

Methodology : descriptive method

The study tools : are interview and observation

The results: The results of this article indicate that teaching

protocols have found solutions such as discrete experiential
instruction, fluency training, and training in the natural
environment, in addition to a systematic program to arrange
specific types of consequences and determine response
requirements in a way that aims to maximize the potential of each
learner of autistic children.
The second previous study :

Title : Autism and Developmental Receptive Language

Disorder-a Comparative Follow-up in Early Adult Life. I:
Cognitive and Language Outcomes

* Autors authors, including: Patricia Howlin and Lynn

Mawhood

* Affiliation of the authors :Patricia Howlin and Lynn

Mawhood St George's Hospital Medical School, London,
U.K. Michael Rutter Institute of Psychiatry, London, UK.
* publicatin date : Article Journal of Child Psychstingy
and Psychiatry August 2000

*Website : google scholar

*The Present Study :

The complexity of these findings clearly raises many questions
regarding the nature of the association between autism and
developmental language impairments. How- ever, the emphasis
of most past research has been on children. In the present study
an attempt was made to explore the problems experienced by
individuals with these disorders as they grow older and to
examine whether, as suggested in some studies of middle to later
childhood, difficulties associated with developmental language
disorders become more pronounced with age. In order to do so,
the children who were originally studied by Bartak and his
colleagues (1975), and followed up in middle childhood by
Cantwell et al. (1989), were assessed again in adulthood. This
paper presents details of outcome in the two groups in terms of
autistic-like stereotyped and repetitive behaviour patterns, social
functioning and independence, education and employ ment
histories, and psychiatric history. (Information on cognitive and
language functioning can be found in Mawhood et al., 2000, this
volume.)
* The variables :
Keywords:
Adulthood, autistic disorder, follow-up studies, intelligence,
language, language disorder, social behaviour

Abbreviations: ADI:
Autism Diagnostic Interview; ADOS: Autism Diagnostic
Observation Schedule: MLD: moderate learning disabilities; PH:
physical handicaps: PPVT: Peabody Picture Vocabulary Test;
SEF-1: Socio-Emotional Functioning Interview.

Results:
Autistic-like Repetitive and Stereotyped Behaviour
Information on variety of stereotyped behaviour patterns
was obtained from the ADI (data obtained on 18
individuals in the Autism group and 20 in the Language
group. see Fig. As predicted, informant reports indicated
that the Autism group showed significantly more problems
in many areas, including compulsions. verbal rituals,
unusual sensory interests, hand and finger mannerisms,
stereotyped movements, and oddity of gait. They were
also more likely to have problems related to resistance to
change and unusual preoccupations, al- though
significance levels here reached only p<.05. On the
composite measure of Autistic-type behaviours, 3
individuals (17%) in the Autism group were rated as
showing "severe disturbance", 10 (56%) as having
"moderate", and 5 (28%) as "no/minimal" problems. None
of the Language group had severe problems, 7 (35%)
were rated as having "moderate", and 13 (65%)
The third previous study :

Title : Research in Autism Spectrum Disorders Meta-analysis of

receptive and expressive language skills in autism spectrum
disorder

Autors: Elaine Y.L. Kwok", Heather M. Brown, Rachael E.

Smyth, Janis Oram Cardy

Affiliation of thé autors : *School of Communication Sciences

and Disorders, University of Western Ontario, Elhorn College,
London, Ontario, Canade NGG THỊ Departinent of Psychology,
University of Western Ontario, Westminster Hall, Londen, Dotario,
Canada NGA 3K7 Graduate Program in Health and Rehabilitation
Sciences, University of Western Ontaria, Eibern College, London,
Ontario, Conada NGG THE

Publication: Received 29 July 2014 Received in revised form 19

October 2014 Accepted 10 October 2014 Available unline 19
November 2014

Website:google scolar

The variables: Autism spectrum disorder Language Expressive

Receptive

Definitions:
Language Expressive: both a standardized measure of receptive
language ability and a standardized measure of expressive ability
was administered to the participants, where receptive language
ability was operationally defined as spoken language
comprehension, and expressive language ability as spoken
language production
Autism spectrum disorder :
Clinical anecdotes suggest that children with autism spectrum
disorder (ASD) often show an atypical language profile in which
expressive language exceeds receptive language competency.

Research tools:
Search strategy, inclusion criteria, and coding system Two online
databases, Scopus and Proquest, were searched using different
combinations of the following search keywords: Autis", Asperger",
language, expressive, receptive, production, comprehension,
Preschool Language Scales, PLS, Expressive Vocabulary Test,
EVT, Peabody Picture Vocabulary Test, PPVT, Clinical Evaluation
of Language Fundamentals, CELF, Mullen Scales of Early
Learning, MSEL, Vineland Adaptive Behavioral Scales, VABS,
and Vineland. Two journals in the field, The Journal of Autism and
Developmental Disorders and Research in Autism Spectrum
Disorders, were hand-searched. Five articles were included from
the hand searches that did not appear in the database search.
Results :
Although relatively few studies have directly examined the
question of whether children with ASD have a greater likelihood of
presenting with stronger expressive than receptive language
skills, there is a much larger body of literature in which receptive
and expressive language measures have been administered to
children and adolescents with ASD in the course of examining
other research questions, that is, where estimating receptive-
expressive language gaps was not the direct aim of the study.
These studies do not report receptive-expressive discrepancies
on an individual basis, and therefore do not offer the ability to tally
the proportion of participants with gaps in each direction across
these studies. However, if an expressive-greater-than-receptive
gap is indeed a common profile in the ASD population, then we
would expect to find group mean scores on expressive language
measures that are larger than those on receptive measures for
groups with ASD 1. Receptive and expressive language abilities
of individuals with ASD compared to their peers with TD The
random effects model demonstrated a large, negative Grand SMD
in receptive (g-1.52 SD, p<0.001) (see Fig. 1), and expressive
(g=-1.56 SD, p<0.001) (see Fig. 3) language ability scores
between children and youth with ASD and their peers with TD
(see Table 2). This suggests that many individuals with ASD have
significant deficits in both receptive and expressive language
ability. Additionally, the distributions of SMDs for receptive and
expressive language ability were highly variable (see Table 3).
These prediction intervals tell us that the mean receptive or
expressive language score for any given sample of children and
adolescents with ASD will vary between Profoundly Impaired
compared to typically developing controls at one extreme and
within the Average range at the other extreme. It also suggests
that other factors beyond a diagnosis of ASD are influencing their
language skills. 2. Differences in the receptive and expressive
language skills of individuals with ASD This indicates that some
children and youth with ASD are somewhat more impaired in their
expressive language ability, while others are somewhat more
impaired in their receptive language ability, but these differences
are not large (i.e., less than one SD).
Comment on previous studies :

These studies have studied all aspects of the two

variables mentioned and addressed them in all aspects.
Some studies, such as the second article, did not rely on
scientific or biological theories regarding autism. Rather,
the reliance was almost entirely on behavioral and
cognitive theories, as they classify autism as a
developmental disease that affects behaviors. The child
and his cognitive processes such as: language
Positives and negatives :
Positives :
-There are simplified and biological scientific definitions
-Our variables and the topic of our research are consistent
with what we found
-Ease and clarity of words, meanings and explanation
Negatives :
-Lack of the method used in research or study
-Some studies pay attention to autism and language
neglect
Conclusion :
These studies were valuable and among the points that
helped us improve the quality of our research and improve
its terminology. We faced difficulty in searching for them,
especially since some sites require financial payment to
obtain information on this topic, but the benefit we gained
was sufficient to provide us with new information and ideas
that we consider as an addition. Excellent for our research