Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan

Background & aims Individuals with non- or minimally verbal autism (nvASD) are primarily characterized by a severe speech production deficit, with speech limited to no or only a few words by school age. Significant unclarity remains over variability in language profiles across the lifespan, the...

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Autores principales:	Dominika Slušná, Andrea Rodríguez, Berta Salvadó, Agustín Vicente, Wolfram Hinzen
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/8dd4d9caf230488f9f6ffca88986ba5e
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spelling	oai:doaj.org-article:8dd4d9caf230488f9f6ffca88986ba5e2021-11-03T21:33:24ZRelations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan2396-941510.1177/23969415211053264https://doaj.org/article/8dd4d9caf230488f9f6ffca88986ba5e2021-11-01T00:00:00Zhttps://doi.org/10.1177/23969415211053264https://doaj.org/toc/2396-9415Background & aims Individuals with non- or minimally verbal autism (nvASD) are primarily characterized by a severe speech production deficit, with speech limited to no or only a few words by school age. Significant unclarity remains over variability in language profiles across the lifespan, the nature of the language impairment seen, and (dis-) associations between linguistic and nonverbal cognitive measures. Methods To address these questions, we recruited both a school-age and an adult group with nvASD (total N = 49) and investigated relations between expressive and receptive language, and between these and nonverbal intelligence quotient (NVIQ) and sense-making capacities (the ComFor test). Results Results revealed limited variation across this sample in receptive language, which in turn predicted expressive language levels. Importantly, an upward trend in verbal mental age (VMA) across increasing chronological age was seen in the youngsters (only). A radical dissociation between NVIQ and both expressive and receptive language transpired as well, and a subset of individuals with normal NVIQ were comparable in terms of any other cognitive aspect. Sense-making reached symbolic levels in 62.2% of the sample and loaded on both verbal and nonverbal factors. Conclusions These patterns inform theories of nvASD by revealing an impairment that is not conceptualizable as one of expressive language only, sharply limits learning opportunities across the lifespan, and cannot be compensated for by nonverbal cognition. Implications These findings stress the need to seize developmental opportunities that may disappear when youngsters turn into adults, via therapies that specifically target language as a central cognitive system comprising both production and comprehension.Dominika SlušnáAndrea RodríguezBerta SalvadóAgustín VicenteWolfram HinzenSAGE PublishingarticleSpecial aspects of educationLC8-6691Neurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENAutism & Developmental Language Impairments, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Dominika Slušná Andrea Rodríguez Berta Salvadó Agustín Vicente Wolfram Hinzen Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan
description	Background & aims Individuals with non- or minimally verbal autism (nvASD) are primarily characterized by a severe speech production deficit, with speech limited to no or only a few words by school age. Significant unclarity remains over variability in language profiles across the lifespan, the nature of the language impairment seen, and (dis-) associations between linguistic and nonverbal cognitive measures. Methods To address these questions, we recruited both a school-age and an adult group with nvASD (total N = 49) and investigated relations between expressive and receptive language, and between these and nonverbal intelligence quotient (NVIQ) and sense-making capacities (the ComFor test). Results Results revealed limited variation across this sample in receptive language, which in turn predicted expressive language levels. Importantly, an upward trend in verbal mental age (VMA) across increasing chronological age was seen in the youngsters (only). A radical dissociation between NVIQ and both expressive and receptive language transpired as well, and a subset of individuals with normal NVIQ were comparable in terms of any other cognitive aspect. Sense-making reached symbolic levels in 62.2% of the sample and loaded on both verbal and nonverbal factors. Conclusions These patterns inform theories of nvASD by revealing an impairment that is not conceptualizable as one of expressive language only, sharply limits learning opportunities across the lifespan, and cannot be compensated for by nonverbal cognition. Implications These findings stress the need to seize developmental opportunities that may disappear when youngsters turn into adults, via therapies that specifically target language as a central cognitive system comprising both production and comprehension.
format	article
author	Dominika Slušná Andrea Rodríguez Berta Salvadó Agustín Vicente Wolfram Hinzen
author_facet	Dominika Slušná Andrea Rodríguez Berta Salvadó Agustín Vicente Wolfram Hinzen
author_sort	Dominika Slušná
title	Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan
title_short	Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan
title_full	Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan
title_fullStr	Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan
title_full_unstemmed	Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan
title_sort	relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with asd across the lifespan
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/8dd4d9caf230488f9f6ffca88986ba5e
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Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan

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