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

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    wp-3.pdf (462.7Kb)
    Date
    2005
    Author
    McCann, Joanne
    Pepp, Sue JE
    Gibbon, Fiona
    O'Hare, Anne
    Rutherford, Marion
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    Citation
    McCann, J., Pepp̩, S., Gibbon, F., O''Hare, A. & Rutherford, M. (2005) Prosody and its relationship to language in school-aged children with high-functioning autism., QMU Speech Science Research Centre Working Papers WP-3, , , ,
    Abstract
    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.
    URI
    https://eresearch.qmu.ac.uk/handle/20.500.12289/141
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