This study aimed to clarify factors related to difficulties in responding to "yes/no" questions (Y/N-Qs) among 52 children with autism spectrum disorder (ASD), 41 boys and 11 girls aged between 3:5-16:0 years. Participants completed the Tanaka-Binet Intelligence Scale V, the Picture Vocabulary Test: Revised (PVT-R), and the Pervasive…

Background: For pre-school children, the home literacy environment (HLE) plays an important role in the development of language and literacy skills. As there is little known about the HLE of children with intellectual disabilities (ID), the aim of the present study was to investigate the HLE of children with ID in comparison with children without…

Background: Effective literacy skills are crucial in supporting communication for children with severe speech and physical impairments (SSPI). Reading and spelling difficulties are reported to be over-represented in this group, even where language and cognitive skills are age appropriate. Aims: To compare the performance of children with SSPI on a…

Characterizing early communicative development in children with Autism Spectrum Disorders (ASD) is valuable for understanding profiles of ability in this population. The current investigation was modeled on Charman, Drew, Baird & Baird (2003b). Analyses explored parent report of early vocabulary, non-verbal communication, functional object use and…

This study, involving 48 children and adolescents with Down's syndrome, found that chronological age and mean mental age collectively accounted for much of subjects' variability in vocabulary comprehension and syntax comprehension, with total passes on a hearing screening accounting for additional variability. (Author/DB)