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dc.contributor.authorPepp, Sue JE
dc.contributor.authorMcCann, Joanne
dc.contributor.authorGibbon, Fiona
dc.contributor.authorO'Hare, Anne
dc.contributor.authorRutherford, Marion
dc.date.accessioned2018-06-29T15:52:29Z
dc.date.available2018-06-29T15:52:29Z
dc.date.issued2006
dc.identifierER147
dc.identifier.citationPepp̩, S., McCann, J., Gibbon, F., O''Hare, A. & Rutherford, M. (2006) Receptive and expressive prosodic ability in children with high-functioning autism., QMU Speech Science Research Centre Working Papers, , , ,
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/147
dc.descriptionThis paper has been reviewed twice and subsequently revised for the Journal of Speech Language and Hearing Research. Reference should be made to the JSLHR version when it appears.
dc.description.abstractAbstract This study aimed to identify the nature and extent of receptive and expressive prosodic deficits in children with high-functioning autism. In a data-based group study, 31 children with high-functioning autism (HFA, excluding Asperger's syndrome) and 72 typically developing controls matched on verbal mental age completed a prosody assessment procedure (PEPS-C). Children with HFA performed significantly less well than controls on eleven out of twelve prosody tasks (p < .005). Receptive prosodic skills showed strong correlation (p < .01) with verbal mental age in both groups, as did, to a lesser extent, expressive prosodic skills. Receptive prosodic scores also correlated with expressive prosody scores, particularly in grammatical prosodic functions(turnend and prosodic phrasing/ chunking). Prosodic development in the HFA group appeared to be delayed in many aspects of prosody and deviant in some (e.g. accent tended to be placed early in focus tasks and Same items were often perceived as Different in auditory discrimination tasks). The study demonstrates that receptive prosodic deficit, expressive prosodic skills, and language development are closely associated in the condition of autism. Receptive prosodic skills would be an appropriate focus for clinical intervention, and further investigation of atypical expressive prosody and the relationship between prosody and social skills is warranted.
dc.publisherQMU Speech Science Research Centre
dc.publisherQMU
dc.relation.ispartofQMU Speech Science Research Centre Working Papers
dc.titleReceptive and expressive prosodic ability in children with high-functioning autism.
dc.typemonograph
dcterms.accessRightspublic
dc.description.facultycasl
dc.identifier.doihttp://WP-5
dc.description.ispublishedpub
dc.description.eprintid147
rioxxterms.typemonograph
qmu.authorRutherford, Marion
qmu.authorPeppé, Sue J. E.
qmu.authorMcCann, Joanne
qmu.authorGibbon, Fiona
qmu.centreCentre for Applied Social Sciences
dc.description.statuspub


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