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Related Concept Videos

Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.

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Computational prosodic markers for autism.

Jan P H Van Santen¹, Emily Tucker Prud'hommeaux, Lois M Black

¹Division of Biomedical Computer Science, Oregon Health & Science University, Beaverton, OR 97006, USA. vansanten@cslu.ogi.edu

Autism : the International Journal of Research and Practice

|July 2, 2010

Summary

This summary is machine-generated.

New acoustic methods reveal differences in prosody production between children with Autism Spectrum Disorder (ASD) and Typical Development (TD). These instrumental analyses highlight unique patterns in how children with ASD use pitch, amplitude, and duration.

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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Area of Science:

Linguistics
Developmental Psychology
Speech-Language Pathology

Background:

Autism Spectrum Disorder (ASD) is characterized by social-communication challenges, including atypical prosody.
Objective acoustic analysis of prosody in children with ASD and Typical Development (TD) requires refined instrumental methods.

Purpose of the Study:

To evaluate prosody production in children with ASD and TD using novel instrumental acoustic analysis methods.
To compare the effectiveness of different tasks (vocal imitation, picture description) in eliciting prosodic differences.

Main Methods:

Employed instrumental acoustic analysis of prosody production in children with ASD and TD.
Utilized three tasks: focal stress imitation, picture-description focal stress, and nonsense word stress repetition.

Main Results:

Instrumental methods significantly differentiated ASD and TD groups in most tasks, except focal stress imitation.
Prosodic differences were less pronounced in vocal imitation tasks compared to picture description.
Acoustic features predicting perceptual judgment differed from those differentiating the groups; balance of prosodic cues, not clarity, was key.

Conclusions:

Novel instrumental methods can differentiate prosody production in children with ASD and TD.
The balance of prosodic cues (pitch, amplitude, duration) is a more critical differentiator between ASD and TD than the clarity of expression.
Future research should focus on the interplay of acoustic features in prosodic communication in ASD.