Expressive prosody in children with autism spectrum conditions

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dc.contributor.authorPeppé, Sue J. E.
dc.contributor.authorCleland, Joanne
dc.contributor.authorGibbon, Fiona E.
dc.contributor.authorO'Hare, Anne
dc.contributor.authorMartinez-Castilla, Pastora
dc.contributor.funderEconomic and Social Research Councilen
dc.contributor.funderChief Scientist Officeen
dc.date.accessioned2012-11-08T12:23:44Z
dc.date.available2012-11-08T12:23:44Z
dc.date.copyright2011
dc.date.issued2011-01
dc.date.updated2012-10-26T13:06:41Z
dc.description.abstractThe expressive prosodic abilities of two groups of school-age children with autism spectrum conditions (ASC), Asperger's syndrome (AS) and high-functioning autism (HFA), were compared with those of typically-developing controls. The HFA group showed impairment relative to age-matched controls on all the prosody tasks assessed (affect, sentence-type, contrastive stress, phrasing and imitation) while the AS showed impairment only on phrasing and imitation. Compared with lexically-matched controls, impairment on several tasks (affect, contrastive stress and imitation) was found in the HFA group but little in the AS group (phrasing and imitation). Comparisons between the ASC groups showed significant differences on prosody skills. Impairment in prosodic skills may therefore be a reliable indicator of autism spectrum subgroups, at least as far as communicative functioning is concerned. There were also significant differences between ASC groups and lexically-matched typically-developing children on expressive language skills, but the incomplete correlation of the prosody results with scores on language tasks suggests that the prosodic differences between the two groups may not all be attributable to the level of language skills. Suggested further research is to investigate the relationship of prosody and language skills in this population more closely, and to develop a prosody test as part of the diagnostic criteria of ASC.en
dc.description.sponsorshipEconomic and Social Research Council, United Kingdom (RES-000-23-0555); Chief Scientist Office, Scotland (CZB 4/34)en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationPEPPÉ, S., CLELAND, J., GIBBON, F., O’HARE, A. & CASTILLA, P. M. 2011. Expressive prosody in children with autism spectrum conditions. Journal of Neurolinguistics, 24, 41-53. http://dx.doi.org/10.1016/j.jneuroling.2010.07.005en
dc.identifier.doi10.1016/j.jneuroling.2010.07.005
dc.identifier.endpage53en
dc.identifier.issn0911-6044
dc.identifier.issued1en
dc.identifier.journaltitleJournal of Neurolinguisticsen
dc.identifier.startpage41en
dc.identifier.urihttps://hdl.handle.net/10468/746
dc.identifier.volume24en
dc.language.isoenen
dc.publisherElsevieren
dc.rights© 2010, Elsevier. NOTICE: this is the author’s version of a work that was accepted for publication in Journal of Neurolinguistics. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Neurolinguistics, [24, January 2011] http://dx.doi.org/10.1016/j.jneuroling.2010.07.005en
dc.subjectAutism spectrum disordersen
dc.subjectProsodyen
dc.subjectIntonationen
dc.subjectLanguageen
dc.subjectHigh-functioning autismen
dc.subjectAsperger-syndromeen
dc.subjectLanguage impairmenten
dc.subjectIntonationen
dc.titleExpressive prosody in children with autism spectrum conditionsen
dc.typeArticle (peer-reviewed)en
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