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Examining Useful Spoken Language in a Minimally Verbal Child With Autism Spectrum Disorder: A Descriptive Clinical

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  • 1Department of Communication Sciences and Disorders, University of Central Arkansas, Conway.

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Summary
This summary is machine-generated.

This study profiles a minimally verbal child with autism spectrum disorder (ASD), finding his social-cognitive and speech abilities, though low for his age, may support emerging language. He showed unique strengths compared to other minimally verbal children with ASD.

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Area of Science:

  • Developmental Psychology
  • Clinical Psychology
  • Speech-Language Pathology

Background:

  • Autism spectrum disorder (ASD) often presents with communication challenges, including limited verbal skills.
  • Minimally verbal children with ASD require detailed profiling to understand their unique developmental trajectories.
  • Previous research (Biller & Johnson, 2019) established a baseline for minimally verbal children with ASD.

Purpose of the Study:

  • To create a detailed descriptive profile of a minimally verbal child with ASD and a unique medical history.
  • To assess the social-cognitive and speech sound production abilities of this child.
  • To explore the relationship between these abilities and his developing spoken language.

Main Methods:

  • A descriptive, single-case clinical study of a 3-year-old boy with a chromosomal abnormality and ASD.
  • Assessed four social-cognitive and three speech sound production abilities.
  • Included a parent interview and two child assessment sessions.

Main Results:

  • The child demonstrated low social-cognitive and speech sound production abilities relative to his age.
  • Social-cognitive abilities were higher than speech sound production abilities.
  • He exhibited significant differences in these domains compared to other minimally verbal children with ASD, correlating with a larger vocabulary.

Conclusions:

  • Despite age-related deficits, the child's abilities may be sufficient to support upper-limit vocabulary for minimally verbal children.
  • Quantitative and qualitative differences were noted between this child and peers in a previous study.
  • A potential developmental threshold for social cognition and speech sound production may enable spoken language expansion.