Precursors of Language Development in ASC: A Longitudinal Single-Subject Study of Gestures in Relation to Phonetic Prosody

Autor/in	Nordgren, Pia M.
Titel	Precursors of Language Development in ASC: A Longitudinal Single-Subject Study of Gestures in Relation to Phonetic Prosody
Quelle	In: Journal of Intellectual Disabilities, 23 (2019) 1, S.19-38 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629517710999
Schlagwörter	Nonverbal Communication; Phonetics; Suprasegmentals; Language Acquisition; Autism; Pervasive Developmental Disorders; Intellectual Disability; Young Children; Males; Longitudinal Studies; Speech; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Phonetik; Fonetik; Sprachaneignung; Spracherwerb; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Frühe Kindheit; Male; Männliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Speaking; Sprechen; Ausland; Schweden
Abstract	We longitudinally investigated the development of deictic and general accompanying gestures in one 5-year-old boy with autism spectrum condition (ASC) and intellectual disability. The investigation was performed during an intervention focusing on phonological segments. The purpose was to see whether gestures developed in conjunction with language. We found that deictic and general accompanying gestures increased during the study, despite not being trained. There was also a positive temporal correlation between deictic gestures and speech. Contrary to the expectations in this case, declarative gestures were frequent and increased, while imperative decreased during the period of intervention. Furthermore, we detected a specific kind of general accompanying non-context-sensitive gestures that may be involved in the retrieval of phonemes and syllables. Speech prosody was also analysed in relation to these gestures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01