Prosody and its relationship to language in school-aged children with high-functioning autism.

McCann, Joanne and Peppé, Sue JE and Gibbon, Fiona and O'Hare, Anne and Rutherford, Marion (2005) Prosody and its relationship to language in school-aged children with high-functioning autism. QMU Speech Science Research Centre Working Papers WP-3. (Unpublished)


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Disordered expressive prosody is a widely reported characteristic of the speech of individuals with autism. Despite this, it has received little attention in the research literature and the few studies that have addressed it have not described its relationship to other aspects of communication. This study investigated the prosody and language skills of 31 children with high functioning autism. The children completed a battery of speech, language and nonverbal assessments and a procedure for assessing receptive and expressive prosody.Language skills varied, but the majority of children had deficits in at least one aspect of language with expressive language most severely impaired. All of the children had difficulty with at least one aspect of prosody and prosodic ability correlated highly with expressive and receptive language.

Item Type: Article
Additional Information: This series consists of unpublished “working” papers. They are not final versions and may be superseded by publication in journal or book form, which should be cited in preference. All rights remain with the author(s) at this stage, and circulation of a work in progress in this series does not prejudice its later publication. Comments to authors are welcome. Subsequent publication & presentation details: Dec 2006, in press at International Journal of Language and Communication Disorders.
Divisions: School of Health Sciences > Clinical Audiology, Speech and Language Research Centre
Date Deposited: 25 Nov 2008 10:13
Last Modified: 02 Feb 2017 15:37


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