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An assessment of temporal processing...

Rosin, Sheryl Joy.

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An assessment of temporal processing ability in children with autism, specific language impairment and typical development.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An assessment of temporal processing ability in children with autism, specific language impairment and typical development./
作者:	Rosin, Sheryl Joy.
面頁冊數:	90 p.
附註:	Adviser: Li Hsieh.
Contained By:	Dissertation Abstracts International67-09B.
標題:	Health Sciences, Speech Pathology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3232087
ISBN:	9780542851988

An assessment of temporal processing ability in children with autism, specific language impairment and typical development.
Rosin, Sheryl Joy.

An assessment of temporal processing ability in children with autism, specific language impairment and typical development. - 90 p.

Adviser: Li Hsieh.

Thesis (Ph.D.)--Wayne State University, 2006.

The Tallal Repetition Test (TRT) measures the ability of listeners to detect associate, sequence and remember complex patterns of stimuli. The TRT contains sequencing subtests with varying short and long inter-stimulus intervals (ISIs) as well as serial memory tasks. Three groups of 12 children were tested using two modified versions of the TRT (linguistic vs. nonlinguistic). Subject groups consisted of seven- to 10-year old children with typical development (TD), Autism Spectrum Disorder (ASD), and Specific Language Impairment (SLI). The stimuli used in the TRTs consisted of two tones (high and low), and CV syllables (/ba, da/). Two additional subtests were administered with stimuli containing formant transitions (43 vs. 95 ms), and V-V (/E + I, /ae + I/) combinations to further assess temporal processing.

ISBN: 9780542851988Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

An assessment of temporal processing ability in children with autism, specific language impairment and typical development.
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245 1 3 $a An assessment of temporal processing ability in children with autism, specific language impairment and typical development.
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520 $a The Tallal Repetition Test (TRT) measures the ability of listeners to detect associate, sequence and remember complex patterns of stimuli. The TRT contains sequencing subtests with varying short and long inter-stimulus intervals (ISIs) as well as serial memory tasks. Three groups of 12 children were tested using two modified versions of the TRT (linguistic vs. nonlinguistic). Subject groups consisted of seven- to 10-year old children with typical development (TD), Autism Spectrum Disorder (ASD), and Specific Language Impairment (SLI). The stimuli used in the TRTs consisted of two tones (high and low), and CV syllables (/ba, da/). Two additional subtests were administered with stimuli containing formant transitions (43 vs. 95 ms), and V-V (/E + I, /ae + I/) combinations to further assess temporal processing.
520 $a Results revealed that children with TD and those with ASD, performed better than those with SLI across most subtests of the TRTs, especially in tasks with short ISIs. As ISI increased, performance improved for both children with TD and SLI in both tone and syllable sequencing tasks, but not for children with ASD, especially in the tone task. Analysis of performance in the serial memory portion of the TRT revealed a predicted pattern of decreased performance as stimuli elements increased for all groups, with the most significant decrease in the SLI group. Comparisons of subtests with different stimuli conditions revealed that performance was better in tone than syllable conditions for all groups. Lengthening formant transitions to double their usual amount improved discrimination performance for children with SLI, but did not improve sequencing performance in the same group. No effect was found in the other two groups (SLI, ASD) for either discrimination or sequencing when formant transitions were lengthened. Discrimination performance for vowel combinations with short ISIs was better in children with TD and ASD than for SLI. Overall, children with TD and those with ASD appear to have superior auditory temporal order judgment abilities when compared to children with SLI. The linguistic relevance factor shall be considered in assessment and training as well as the appropriate use of intervention targeting working memory in language disordered populations.
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