CASL
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/22
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Item Prosodic boundary in the speech of children with autism(2007-08) Peppé, Sue JEExpressive prosody is thought to be disordered in autism, and this study sets out to evaluate one aspect (prosodic boundary) to investigate a) how nave judges rate utterances for atypicality; b) whether pitch and duration measurements in those utterances differ from those of typicallydeveloping children; and c) whether children with autism can use prosodic boundary in speech for linguistic distinctions. Samples were drawn from children aged between 5 and 13 years; 31 with language-delayed high-functioning autism (LDHFA), 40 with Asperger's syndrome (AS) and 119 with typical development (TD). Results showed that nave judges perceived children with LD-HFA as sounding more atypical than those with AS, who in turn were marginally more atypical than those with TD. Measurements suggested those with LDHFA had wider pitch-span than those with TD. The groups did not differ on linguistic functionality, and it is possible that factors other than prosody contributed to the perception of atypicality.Item The Relationship between Form and Function Level Receptive Prosodic Abilities in Autism(Springer Science & Business Media B.V., 2008) Järvinen-Pasley, Anna; Peppé, Sue JE; King-Smth, G.; Heaton, P.Prosody can be conceived as having form (auditory-perceptual characteristics) and function (pragmatic/linguistic meaning). No known studies have examined the relationship between form- and function-level prosodic skills in relation to the effects of stimulus length and/or complexity upon such abilities in autism. Research in this area is both insubstantial and inconclusive. Children with autism and controls completed the receptive tasks of the Profiling Elements of Prosodic Systems in Children (PEPS-C) test, which examines both form- and function-level skills, and a sentence-level task assessing the understanding of intonation. While children with autism were unimpaired in both form and function tasks at the single-word level, they showed significantly poorer performance in the corresponding sentence-level tasks than controls. Implications for future research are discussed.